Jordan Caldwell
Zack de Piero
Writing 2
29 May 2016
WP3: Building Awareness
Depression
is a mental disorder characterized by constant feelings of sadness, anxiety,
and hopelessness and is influenced by a neurotransmitter called serotonin. It
is something I am very passionate about and have firsthand experience with,
which is why my Writing Project will focus on depression. I chose to evaluate
and transform the scholarly article Differential
abnormalities in plasma 5-HIAA and platelet serotonin concentrations in violent
suicide attempters: Relationships with impulsivity and depression (Differential
Abnormalities), written by Spreux-Varoquaux et al. I have transformed it
into two new genres—a set of instructions for an educational game for a younger
audience and a Web MD post written for concerned adults—by using moves
conventional of each genre.
The
primary objective of the article is to evaluate the plasma and platelet
serotonin concentrations in “violent suicide attempters” and examine the
association between these factors and depression and impulsivity
(Spreux-Varoquaux et al. 2001). A group of twenty-seven suicide attempters
admitted to intensive care units were selected upon a certain criteria, as well
as a control group of fifteen subjects, to be interviewed by trained
psychiatrists and evaluated on their levels of depression and impulsivity.
After the interviewing process, both groups underwent the same blood sampling
procedures in which “biochemical determinations” were made for the chemicals
5-hydroxyindolacetic acid (5-HIAA) (a serotonin metabolite) and homovanillic
acid (HVA). 5-HIAA and HVA levels are measured
through blood processing of both types of subjects to analyze adjacent to the
interviews taken to qualitatively assess depression levels, which demonstrates
the study’s overlap of the biological and psychological disciplines. Both
physiological and cognitive assessments are performed to create relationships
between hormone levels, mental health, and impulsive actions.
The
“younger” genre I created is a set of instructions for an educational and
interactive game intended for 3rd—5th grade elementary
school students. The goal of the game is to use a sensored “wand” to identify a
certain brain region that an automated voice from the game asks you to locate.
The “brain” is a large, plastic model that lights up when the correct region
has been touched. The brain first asks the students to locate a certain region
associated with certain functions and illnesses. If the students touch the
correct region, the region lights up in yellow. If the incorrect area is
touched, the whole brain turns red. It is intended for a classroom setting in
which the teacher assigns students to groups so they can work together. The
idea is for the teacher to give an intensive (for an elementary school student)
lesson on anatomy and diseases of the brain and then introduce The Brain Game
to the students as a way to encourage them to learn. The interactive and
“colorful” nature of the game targets the 8—10 year age group, as older kids
are not as intrigued by flashing lights and interactive games. The kids have to
read the instructions on their own in order to figure out how the game works.
I used my prior knowledge of popular
kids’ games and inspiration from the game Operation to think of moves to use
for the instructions. I used a typical How
to Play header to indicate that these were the instructions, and I
separated the Game Setup and the To Win Points sections, so that kids
would know where to look if they need help starting the game or how to play in
general. I used a numbered list format in the form of “star boxes”. Together,
the numbers and separate boxes make it clear the sequential order of the steps.
This demonstrates the choice of moment
perspective I took on the piece—a concept introduced by McCloud—as every box
signifies an important but different aspect of the game. Using contrasting
primary and secondary colors (such as green and orange) to grab the kids’
attention illustrates Losh and Alexander’s concept of performance through using
visual rhetoric to instill joy and excitement in the child audience (132). This
transformative piece is a creative and effective idea based on educating
children on prevalent health issues via interactive learning. It is a proactive
way of building health awareness in younger generations.
Web
MD targets a quite opposite audience. This valuable medical internet resource
provides information on countless disorders and diseases, as well as treatments
and other resources for those seeking help. The targeted ages are middle-aged
adults (between 30—50 years old). Younger adults who might be experiencing
depression are less likely to feel comfortable seeking help, whereas older
adults might experience midlife crises or have a child or other relative
possibly showing symptoms. The Web MD article does not serve as a direct
diagnostic tool but offers suggestions and lists resources, encouraging the
potentially depressed to seek professional help and let them know that they’re
not alone.
I
used several moves to produce my own rendition of a Web MD post. For instance,
I split the article into main segments: What
is Depression?, What are the
Symptoms?, and How do I Cure my
Depression? Using this method, the information was explained in both a
formal tone and other times in list form, such as when common symptoms were
listed. Other typical conventions of a Web MD article were also incorporated
into the piece, such as the logo, Tools
and Resources section above the main article, links to other trending articles,
and more. I tried to keep a similar font as well. The techniques I used to
transform this piece embodied an overall choice
of frame perspective. Unlike the scholarly article and the kids’ game
instructions, this article uses a different angle to view the issue of
depression (McCloud, 10). It portrays the disorder in a diagnostic light; the
information is displayed to encourage people to get help, rather than simply to
teach the audience of advances in science (Differential
abnormalities) or encourage preventative education (The Brain Game).
Many people of all ages experience
this disorder worldwide, and the negative consequences include lack of
motivation, job loss, relationship dysfunction, and even suicide. The
prevalence of people diagnosed with depression, especially in the United
States, calls for an increase in accessible medical and counseling resources
for people seeking help as well as health education and prevention programs to
raise awareness for the disease. This high concern is what motivated me to
transform the scholarly article into genres more accessible to younger and
older audiences. By observing important conventions of each transformed genre,
I was able to use moves that translated them into my own works.
Works Cited
Alexander, J. & Losh, E. “Writing Identities.” Understanding Rhetoric: A Graphic Guide to Writing.
Boston: Bedford Books, 2013. 114—139. Print.
Alvarez, J-C., Batista, G., Berlin, I., Cremniter, D.,
Despierre, P-G., Gilton, A., Spreux-Varoquaux, O. “Differential abnormalities
in plasma 5-HIAA and platelet serotonin concentrations in violent suicide
attempters: Relationships with impulsivity and depression.” Life Sciences 69 (2001): 647—657. Web.
21 May 2016.
“Depression: Types of Antidepressants.” FamilyDoctor. American Academy of Family Physicians, September
2012. Web. 22 May 2016.
McCloud, Scott. “Writing with Pictures: Clarity, Persuasion,
and Intensity.” Understanding Comics: The
Invisible Art. New York: HarperPerrenial, 1994. 8—57. Print.
“What is Depression?” WebMD. WebMD, 09 April 2016. Web. 21 May
2016.
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