IELTS with Mujahid · Academic Writing
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The diagram illustrates the seven-stage process by which a rain-shadow desert forms, beginning with moist winds approaching a coastline and ending with a dry desert region inland.
Overall, the process describes how moisture-laden air from the sea is forced upward over a mountain range, loses its moisture as rain on the windward side, and then descends as dry air on the leeward side, ultimately producing arid conditions far inland.
The process begins as winds approach the coast from the sea and are pushed upwards upon meeting the mountains' windward side. As this moist air rises, it cools, causing clouds to form and, eventually, rain to fall on the upper windward slopes. This is the stage at which the air loses most of its moisture.
Once the air has passed over the mountain peak, it continues down the leeward side as dry air, having already released its moisture on the other side of the mountain. This dry air then continues moving as winds that reach the inland areas beyond the mountain, and it is the cumulative effect of these persistently dry winds that ultimately creates the rain-shadow desert, located thousands of kilometres from the original coastline.
Some argue that all university undergraduate courses should include a mandatory period spent studying abroad or completing a work placement. In my opinion, the advantages of such a requirement would clearly outweigh the disadvantages.
There are substantial benefits to gaining international or workplace experience during a degree. Studying abroad exposes students to different cultures, languages, and academic approaches, broadening their worldview in ways that classroom learning alone cannot achieve. Similarly, a work placement allows students to apply theoretical knowledge in real professional settings, developing practical skills and industry connections that significantly improve their employability after graduation. Many employers, in fact, now favour graduates with demonstrable work experience over those with purely academic backgrounds.
That said, this policy is not without genuine drawbacks. Mandatory placements abroad can be financially burdensome for students from lower-income backgrounds, potentially widening inequality unless adequate funding or scholarships are provided. Additionally, some academic disciplines, such as pure mathematics or theoretical physics, may not lend themselves naturally to work placements, making a blanket requirement impractical for all courses.
Nevertheless, these challenges can largely be addressed through targeted financial support and flexible programme design, such as offering virtual international exchanges or research-based placements for more theoretical subjects. Given the substantial gains in employability, cultural awareness, and practical skills, I believe universities should move towards making such experiences a standard, well-supported part of undergraduate education.