Argumentation

A STUDENT WRITER: Argumentation

The following essay, written by Marta Ramos for her composition
course, illustrates the techniques discussed earlier in this chapter.

Just Say No
Introduction Recently, the increase in the use of so-called study drugs has
become a hotly debated subject. Many students now routinely take
prescription medications such as Ritalin or Adderall to improve their
Summary of academic performance. On the one hand, students who take these
controversy
medications say that they help them concentrate and improve their
ability to study and to get high grades. On the other hand, medical
professionals warn that the effects of prolonged exposure to these
drugs can be harmful and in some cases even fatal. Unfortunately,
these warnings have not stopped an ever-increasing number of
students — both in high school and in college — from taking such
drugs. They argue that parental pressure and the need to succeed
Thesis statement have forced them to take extreme measures. In the final analysis,
however, the risks that these drugs present far outweigh their
supposed advantages.
Argument Despite the claims of users, there is little empirical evidence
(inductive)
to show that study drugs actually improve attention or enhance
memory. A recent article in the Huffington Post examined a range of
research on the effectiveness of Ritalin and Adderall. It concluded,
“In study after study examining the effect of the drugs on so-called
Evidence healthy subjects, the findings have been underwhelming. At best, the
drugs show a small effect; more often, researchers come up with
negative findings. . . .” Moreover, researchers have concluded that
Adderall, in particular, “makes you think you’re doing better than you
actually are” (Schwartz). This probably accounts for the anecdotal
evidence of the drug’s effectiveness. In short, even though students
who take study drugs think they work, there is little hard evidence to
suggest they actually do.
Argument Adding to the problem, study drugs are often obtained illegally
(inductive)
or under false pretenses. Students either buy them from friends or
fake conditions such as Attention Deficit Disorder (ADD) to get
doctors to prescribe them. Because Adderall is an amphetamine, its
side effects are unpredictable — especially when it is abused or
mixed with alcohol. For this reason, taking drugs like Adderall
without proper medical supervision can — and often does — have
 Argumentation

Evidence severe physical and mental consequences. For example, a student

named Steven Roderick, cited in a New York Times article about study
drugs, began taking Adderall during his first year in college. In
the beginning, a small amount of the drug seemed to improve his
academic performance, but as time went on, he needed to increase
the dosage to experience the same effect. By his senior year, Roderick
was taking large amounts of Adderall in the morning before classes
and taking other drugs at night to get to sleep. Eventually, the
Adderall stopped working, and because he could not concentrate
without it, he was forced to drop out of school (Cohen).
Argument Even though the physical effects of study drugs are
(inductive)
obvious, other negative effects can be subtle and quite insidious.
Current research suggests that study drugs can “alter personality
and constrain the very self that should be supported to live
authentically” (Graf et al. 1257). In other words, study drugs
provide a false sense of self to students at a time when they should
be testing their abilities and pursuing authenticity. It goes without
saying that college is a time of self-discovery and that any substance
that interferes with this process is, therefore, harmful and should be
avoided. Unfortunately, the temptation to take study drugs is
encouraged by a society that values superficiality over depth, instant
gratification over determination, and winning at all costs over
fairness and personal development.
Refutation of Of course, not everyone agrees with this assessment of
opposing
argument study drugs. Some argue that concerns about these medications
are overblown and that they are more like caffeinated drinks
than steroids or amphetamines. In an article on Slate.com, Will
Oremus asks, “What if Adderall turns out to be the new coffee —
a ubiquitous, mostly harmless little helper that enables us to
spend more time poring over spreadsheets and less time daydreaming
or lolling about in bed?” The answer to this question is simple. Unlike
drinking coffee, the abuse of illicitly obtained prescription drugs is
not “mostly harmless.” On the contrary, it can undermine the
academic mission of colleges; it can damage the physical and mental
well-being of students; and it can hurt society as a whole by
compromising its core values.
Conclusion Because of the dangers of study drugs, educators, medical
professionals, and parents should inform students of the risks and
discourage their use. Medical professionals should be on the lookout
for students who are trying to fool them into prescribing Adderall.
 Argumentation

Parents should be educated to recognize the behavior associated

with the excessive use of study drugs. Finally, colleges should make it
clear to students that the use of study drugs is unacceptable and will
not be tolerated. Only by adopting these measures can the use of
study drugs be curtailed — and, eventually, eliminated.

Works Cited
Works-cited Cohen, Roger. “The Competition Drug.” New York Times. New York
list (begins
new page) Times, 4 Mar. 2013. Web. 14 Mar. 2014.
Graf, William D., et al. “Pediatric Neuroenhancement: Ethical, Legal,
Social, and Neurodevelopmental Implications.” Neurology 80.13
(203): 1251-60. Print.
Oremus, Will. “The New Stimulus Package.” Slate.com. Washington
Post Newsweek Interactive, 27 Mar. 2013. Web. 14 Mar. 2014.
Schwartz, Casey. “Busting the Adderall Myth.” Huffington Post.
Huffington Post, 20 Dec. 2010. Web. 14 Mar. 2014.

Points for Special Attention

Choosing a Topic. For her composition course, Marta Ramos was asked
to write an argumentative essay on a topic of her choice. Because her col-
lege newspaper had recently run an editorial on the use of study drugs, she
decided to explore this topic. Although Marta had no direct experience
with study drugs, such as Adderall and Ritalin, she knew people who used
them. Given the timeliness and seriousness of the issue, Marta thought
that it would be a good topic for her to write about. Because she had read
the article in her school newspaper, as well as the many responses (both pro
and con) that it elicited, she thought that she understood both sides of the
controversy. She knew that she was against the use of study drugs, but even
so, she believed that she could approach the topic with an open mind and
that she would be able to reconsider her opinion if the evidence led her in a
different direction.

Gathering Evidence. Marta realized that she could not rely on personal
experience to support her position. For this reason, she used information
from several outside sources to develop her argument. For example, she
found an article in the academic journal Neurology, which increased her
understanding of her subject. She also found a newspaper article about a
student whose story illustrated the practical dangers of study drugs. In
addition, she decided to address Will Oremus’s 2013 defense of study
drugs, which she found both interesting and troubling. She took notes on
her sources and recorded their bibliographic information for her works-
cited page.