Ielts-writing-practiceielts-general-task2-essay-writing

PrevNext

Prompt 1

Prompt 1

Prompt 2

Prompt 2

Prompt 3

Prompt 3

Prompt 4

Prompt 4

Prompt 5

Prompt 5

Prompt 6

Prompt 6

Prompt 7

Prompt 7

Prompt 8

Prompt 8

Prompt 9

Prompt 9

Prompt 10

Prompt 10

Prompt 11

Prompt 11

Prompt 12

Prompt 12

Prompt 13

Prompt 13

Prompt 14

Prompt 14

Prompt 15

Prompt 15

Prompt 16

Prompt 16

Prompt 17

Prompt 17

Prompt 18

Prompt 18

Prompt 19

Prompt 19

Prompt 20

Prompt 20

Prompt 21

Prompt 21

Prompt 22

Prompt 22

Prompt 23

Prompt 23

Prompt 24

Prompt 24

Prompt 25

Prompt 25

Prompt 26

Prompt 26

Prompt 27

Prompt 27

Prompt 28

Prompt 28

Prompt 29

Prompt 29

Prompt 30

Prompt 30

Prompt 31

Prompt 31

Prompt 32

Prompt 32

Prompt 33

Prompt 33

Prompt 34

Prompt 34

Prompt 35

Prompt 35

Prompt 36

Prompt 36

Prompt 37

Prompt 37

Prompt 38

Prompt 38

Prompt 39

Prompt 39

Prompt 40

Prompt 40

Prompt 41

Prompt 41

Prompt 42

Prompt 42

Prompt 43

Prompt 43

Prompt 44

Prompt 44

Prompt 45

Prompt 45

Prompt 46

Prompt 46

Prompt 47

Prompt 47

Prompt 48

Prompt 48

Prompt 49

Prompt 49

Prompt 50

Prompt 50

Prompt 51

Prompt 51

Prompt 52

Prompt 52

Prompt 53

Prompt 53

Prompt 54

Prompt 54

Prompt 55

Prompt 55

Prompt 56

Prompt 56

Prompt 57

Prompt 57

Prompt 58

Prompt 58

Prompt 59

Prompt 59

Prompt 60

Prompt 60

Prompt 61

Prompt 61

Prompt 62

Prompt 62

Prompt 63

Prompt 63

Prompt 64

Prompt 64

Prompt 65

Prompt 65

Prompt 66

Prompt 66

Prompt 67

Prompt 67

Prompt 68

Prompt 68

Prompt 69

Prompt 69

Prompt 70

Prompt 70

Prompt 71

Prompt 71

Prompt 72

Prompt 72

Prompt 73

Prompt 73

Prompt 74

Prompt 74

Prompt 75

Prompt 75

Prompt 76

Prompt 76

Prompt 77

Prompt 77

Prompt 78

Prompt 78

Prompt 79

Prompt 79

Prompt 80

Prompt 80

Prompt 81

Prompt 81

Prompt 82

Prompt 82

Prompt 83

Prompt 83

Prompt 84

Prompt 84

Prompt 85

Prompt 85

Prompt 86

Prompt 86

Prompt 87

Prompt 87

Prompt 88

Prompt 88

Prompt 89

Prompt 89

Prompt 90

Prompt 90

Prompt 91

Prompt 91

Prompt 92

Prompt 92

Prompt 93

Prompt 93

Prompt 94

Prompt 94

Prompt 95

Prompt 95

Prompt 96

Prompt 96

Prompt 97

Prompt 97

Prompt 98

Prompt 98

Prompt 99

Prompt 99

Prompt 100

Prompt 100

Prompt 101

Prompt 101

Prompt 102

Prompt 102

Prompt 103

Prompt 103

Prompt 104

Prompt 104

Prompt 105

Prompt 105

Prompt 106

Prompt 106

Prompt 107

Prompt 107

Prompt 108

Prompt 108

Prompt 109

Prompt 109

Prompt 110

Prompt 110

Prompt 111

Prompt 111

Prompt 112

Prompt 112

Prompt 113

Prompt 113

Prompt 114

Prompt 114

Prompt 115

Prompt 115

Read the below Information:

Some people argue that celebrities — including musicians, athletes, and social media influencers — serve as important role models who inspire young people to pursue their ambitions and develop positive values. Others believe that celebrities set unrealistic and sometimes harmful examples that negatively influence young people's attitudes and behaviour.


  • • Discuss both views.
  • • Give your own opinion.
Time remaining: 40 minutes 0 seconds

Words: 0

Important Keywords/Phrases

celebrityrole modelsocial media influenceryoung peopleaspirationvaluesunrealistic expectationpositive influencelifestylemedia exposurebody imagecharitable workconsumer cultureambitioncritical thinking

Sample Answer

15 keywords

The influence that celebrities exert on young people has grown considerably as social media has made public figures more accessible, more personal, and more omnipresent than at any previous point in history. Whether this influence is broadly beneficial or harmful is a question that deserves a nuanced answer. Those who see celebrities as valuable role models point to the many public figures who use their platform deliberately to champion positive causes. Athletes who speak openly about mental health struggles, musicians who advocate for social justice, and influencers who promote charitable work demonstrate to young audiences that fame carries social responsibility. For young people from disadvantaged backgrounds who see celebrities who have achieved remarkable things despite difficult origins, these figures can provide a genuinely motivating proof that ambition and hard work produce results. The personal storytelling made possible by social media has made these narratives more immediate and relatable than the distant, curated celebrity image of earlier decades. Critics, however, identify the darker side of celebrity influence with equal conviction. The aspirational lifestyle content that dominates social media — luxury travel, flawless appearance, effortless success — is almost entirely a constructed performance, yet young people frequently absorb it as a benchmark against which their own lives inevitably fall short. This comparison culture contributes to anxiety, body image difficulties, and dissatisfaction in adolescents who are still forming their self-concept. The consumer culture driven by celebrity endorsements also encourages spending habits and material priorities that serve commercial interests rather than young people's genuine well-being. In my view, the impact of celebrity on young people depends almost entirely on what critical thinking skills they bring to media consumption. Parents and schools that develop these skills — teaching young people to analyse what they see rather than passively receive it — are the most effective counterweight to the negative dimensions of celebrity culture.