Đề Thi IELTS Writing 12.09.2025

Task 1: The graph below shows the number of incidents of car theft, house burglary, and street robbery in a certain city between 1970 and 2005. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

Sample: (204 words)

The line graph illustrates changes in the number of reported cases of car theft, house burglary, and street robbery in a particular city from 1970 to 2005.  Overall, it is clear that car theft was consistently the most  prevalent crime, while street robbery remained comparatively rare. In addition, house burglary rose sharply before declining in the later years. In 1970, car theft stood at 0.4 million cases and increased steadily to 1 million in 1990. Within the next 5 years, the figure climbed dramatically, reaching a peak of 1.6 million incidents. Thereafter, it declined gradually, ending the period at 1 million in 2005. House burglary, however, followed a different pattern. Starting at 0.2 million, it rose sharply to approximately 0.9 million in 1980, before dropping to 0.6 million in 1985. Although there was a modest recovery in the early 1990s, the figure then reversed, showing a steady fall to around 0.5 million at the end of the period. Street robbery remained the least common offence throughout, increasing slowly from just about 0.1 million to 0.4 million by the end of the period, a number which was still significantly lower than that of the other two crimes.

- prevalent (adj): phổ biến, thịnh hành - reach a peak: đạt đỉnh - a modest recovery: sự hồi phục nhỏ, không lớn - reverse (v): đảo chiều, theo hướng ngược lại - offence (n): hành vi phạm pháp

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Task 2: Some people think that children should be taught at school to recycle materials and avoid waste. Other people believe that children should be taught this at home. Discuss both opinions and give your own opinion.

Sample: (277 words)

As environmental degradation becomes an increasingly urgent global concern, the question of who should instill children's sustainable habits has attracted growing attention. Many people hold a belief that schools are responsible for educating young students about recycling and waste reduction, while others argue that families play a more crucial role. From my perspective, this responsibility primarily lies with educational institutions, provided that these lessons are consistently reinforced by parents through daily practices. On the one hand, schools are more effective in instilling environmental awareness in a systematic way. Through science lessons and projects, such as creating compost from organic cafeteria waste, students can gain a clear understanding of how recycling works and why waste reduction is essential for sustainable development. Moreover, schools can create a shared culture where environmentally friendly behaviour is encouraged and normalised. Such collective exposure helps children develop a sense of social responsibility, which is more difficult to achieve individually while at home. On the other hand, parental guidance is essential in translating these values into daily habits. The domestic sphere allows children to observe and imitate actions from their parents; for instance, the Japanese green practice of cleaning and separating milk cartons before disposal serves as a practical extension of the school curriculum.  Since parents act as role models, such application ensures that environmental ethics are more deeply ingrained than abstract lessons delivered in formal settings. In conclusion, I firmly believe that schools should take the lead in environmental education while families provide reinforcement. When structured principles taught at schools are supported by everyday actions practiced at home, children are far more likely to grow up with a strong awareness of environmental sustainability

- instill(v): vun đắp, làm cho thấm nhuần - a sense of social responsibility: ý thức trách nhiệm với xã hội - parental guidance: hướng dẫn, định hướng từ cha mẹ/phụ huynh - environmental ethics: đạo đức về môi trường - deeply ingrained: ăn sâu vào

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