Alexander Dieguez

Professor Wright

ENC 3331

October 14, 2015

Analysis of the Problem

Imagine yourself caught within the maelstrom that is finals week in Fall. You are

currently taking twelve credit hours, participating in several school clubs, and holding a part-

time job. You have four finals within this week, and the only spare time you possess is dedicated

to long, drawn out hours of cramming information, sleep deprivation, and setting a personal

record for the longest binge of caffeinated beverages to date. In the midst of such dread and

anxiety, a friend offers you an alternative to your suffering: Adderall. It all begins with a

minimal dosage in order to “focus” more when studying; however, after reading your final

grades- all of which are beyond initial expectations- you acquire an affinity towards the drug.

You begin using Adderall for every test beyond this point. Eventually, the accomplishment of

any task that involves a considerable amount of focus is reinforced by this substance; and, the

initial dose of 10 mg transcends into a gargantuan dose of 30 mg. As your life continues to

descend a spiral, the tasks you once performed via shear willpower and dedication become

impossible without the support of the stimulant. As you sit down in your small, rigid chair within

the darkness of your own room, and search for the cause of your self-destruction, you realize the

mistake you made several semesters ago on a cold, winter day: the beginning of your addiction

to Adderall.

Adderall initially began as an FDA-approved drug named “Obetrol” that was meant to act

as a weight-loss supplement in efforts to treat obesity in the 1960’s (Drabs). Due to a lack in

interest and profit, the drug was sold to Richwood, where it became Adderall in 1996 and

approved by the FDA to treat ADHD. It was introduced as an instant-release capsule, and later as

an extended release. The two variants possess the same amphetamine-based ingredients as well

as identical compositions, and only differ in the time it takes for the drug to release. The drug is

made p of four active ingredients: dextroamphetamine saccharate, dextroamphetamine sulfate,

and amphetamine aspartate monchydrate, and amphetamine sulfate- all of which make up about

a fourth of the drug. The active ingredients are what grant Adderall its prominent effects towards

ADHD, which is a neurological condition related to the brain’s chemistry and anatomy.

Ironically, amphetamines are listed as Schedule II Drugs under the Controlled Substance Act,

which correlates to high risk for abuse (PBS).

As a student here at the University of Central Florida, you most likely were around

Adderall at some point during your college experience. Whether it was in direct contact with it,

or indirectly such as through an observation of a friend who is on it- you have to at least

acknowledge that a lot of students take the drug illicitly. According to the CNN article “Just say

yes? The rise of 'study drugs' in college,” full-time college students were twice as likely to have

illicitly consumed Adderall than non-full-time students, a statistic published by a National

Survey on Drug Use and Health report written in 2009. As numbers vary significantly by school,

the greatest proportion of users is found in privatized institutions; in fact, these numbers are

estimated to rise up to even be about 30% of students using stimulants non-medically. According

to the article, about 90% of users utilize the stimulant for the purpose of concentrating while

studying (Yannes).

On Monday October 19, 2015, I stood outside the Student Union to ask random students

of all backgrounds if they had consumed Adderall illicitly at least once in the last three months. I

had questioned twenty-four students anonymously after explaining my project to them. Of the

twenty-four students, thirteen admitted to using Adderall, two admitted to using similar

stimulants, and the remaining nine claimed to have not touched a stimulant illicitly in the past

several months. Thus, about 54.2% of the students I randomly surveyed admitted to abusing

Adderall. Although this is not the most accurate depiction of our entire community’s stimulant

abuse, it is still an alarming statistic that represents a randomly selected sample of members of

this society.

In order to better understand the problem in our own community, we must understand the

science behind the drug. According to Dr. Edward Hallowell, a psychiatrist and ADHD expert,

stimulants such as Adderall "strengthen the brain's brakes, its inhibitory capacities, so it can

control its power more effectively. They do this by increasing the amount of certain

neurotransmitters, like dopamine, epinephrine, and norepinephrine. Despite popular speculation,

there are numerous consequences to using this drug. Short-term adverse consequences include

sleep difficulties, restlessness, headaches, irritability and depressed feelings. Other

effects include loss of appetite, nervousness, and changes in sex drive. The long term risk of

psychological and physical dependence is of concern for routine users that may find they do not

feel they can function optimally without it. Schedule II substances are classified by the DEA as

having a high potential for abuse.

Despite the numerous studies of the dangers of Adderall, a 2008 study conducted by Dr.

Alan DeSantis- a professor of communication at the University of Kentucky- showed that

approximately 81% of the 1,800 college students interviewed thought the use of Adderall is

either “not dangerous at all” or “slightly dangerous.” This ignorance right here, is the very root

of our problem at the University of Central Florida. Thus, now that I understand the popular

belief amongst students, I can move the endeavor towards rhetorical theory- Campbell’s

persuasive continuum to be exact.

As they already hold a solidified position of their own, I must begin the continuum from

the initial threshold- introducing to them a virtual experience. This experience will require

statistics, personal testimony, and perhaps visualized rhetoric so that they can relate to the

disturbing dangers revolving around the drug. The first few pages of the brochure or flier of

some kind can do just that, which will introduce to the audience the harsh reality of illicit drug

abuse. If they are open-minded to the experience, I can transition into altering their perspective

on using the drug, by introducing the option to use other alternatives that are perfectly legal and

safe to one’s health. This will be on the back of the brochure that I make.

Works Cited

Drabs, Julia. "Drugs for Treatment of Attention-Deficit Hyperactivity Disorder." (2005): n. pag. Faculty.smu.edu. Web. 25 Oct. 2015.

"A Social History of America's Most Popular Drugs." (2007) PBS. PBS, n.d. Web. 28 Oct. 2015.

Yannes, Arianna. "Just Say Yes? The Rise of 'Study Drugs' in College." CNN. N.p., 18 Apr. 2014. Web.