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Victoria Moreno
Wilson
Writing 2
4 April 2016
WP2
Depression: the silent and invisible plague taking over the lives of far too many.
Often times signs and symptoms of major depression go unnoticed until it is too late and
dramatic actions have already taken place. Major depression disorder found in teenagers
has been slowly increasing and becoming a more common issue in teen life than almost
any other disorder. When looking into articles and research regarding teen depression and
anxiety or stress, it is interesting to analyze the ways distinct academic disciplines
approach the topic. Looking at depression from a library science point of view seems
significantly different than when looking from a psychological perspective. Psychologists
view depression through the lens of the physical and mental distraught provoked onto a
victim and the effects on the victims functionality in life, whereas librarians seem to
analyze depression with recognition of past traumatic events and ways to help teens cope
with depression. Below I will further examine how the authors of these two distinct
academic disciplines shape the topic of depression and anxiety amongst teenagers; the
various ways in which they serve their particular audiences in choices of distinct
language and structure patterns, the questions they pose throughout the writing in regards
to the topic, and how they argue their specific points on depression and anxiety.

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In an article for librarians, Jami L. Jones writes in a particular manner to serve her
audience and only discusses the topics she feels are relevant to her argument. This tactic
of inclusion of specific points is used to strengthen arguments and, in this case, give more
structure to her argument. Jones, an assistant professor in the Department of Library
Science and Instructional Technology at East Carolina University, structures her article to
serve the audience: librarians in the academic setting. In the beginning of the article, she
gives definition of and symptoms found in trauma, post-traumatic stress disorder, and
depression in teens. Providing her readers with this background information helps to give
a better understanding of the differences between each of these problems and their
distinct characteristics. After discussing these issues and eliciting facts about each, she
moves into the ways librarians specifically can help. She states on page 32, In a world
that is becoming increasingly more dangerous and stressful, there are ways librarians can
help teens cope with trauma and depression (Jones 32). At this point her argument is
exploited and the purpose of her piece surfaces. Joness intention for this article was to
address librarians and educate them on issues haunting teenagers in todays society and
the ways they can positively play a role in the change for better teenage lives.
Jones takes the topic of depression and argues it in a very understanding way.
Because the audience for her article is under the academic discipline of library science,
there is a mutual understanding in the general sense of pre-established knowledge of
depression within the librarian community. To argue this point we can look at the way
Jones includes definitions and descriptions of depression to preface her points of how
librarians specifically can help the problem. Librarians generally do not have a deep

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sense of understanding of depression and the legitimate definitions or symptoms of each,
thus Jones is sure to include those details prior to her argument.
In her discussion of depression and the role it takes on teenage lives, she closely
ties the issue of trauma to it. On page 31 she states the claim, Like trauma, depression is
expressed physically, emotionally, cognitively, and behaviorally (Jones 31), and follows
with a citation to where she had gathered this statement (an encyclopedia on depression).
Placing these two topics in relation during her argument is used to further the importance
of the issue. Proving information from and citing the claims of an encyclopedia give
readers a sense of authenticity and factuality of her arguments.
On the contrary to the librarian standpoint on depression, psychologists take a
different viewpoint in the discussion of depression. In Bernice Andrewss piece, The
relation of depression and anxiety to life-stress and achievement in students, he
discusses the studies found on the relation and effects depression has on the success and
stress of students. By simply looking at the title of his piece, we gain a sense of the
perspective psychologists see. Psychologists, based off of this writing, look for studies
with findings of connections between depression and other various variables to argue
their thoughts on a topic. In this writing particular Andrews analyzes a study on college
students upon pre-entry and mid-course. He compiles the results and discusses the
objectives, methods, results, and conclusions of the study.
Andrews uses very different vocabulary and tonality in his piece than that of
Jones in the previously discussed article. Being that Andrewss audience is psychologists,
he shapes the discussion of depression into a studys findings and the ways about those

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findings. On page 511 in Andrewss Methods section, he states We employed a
longitudinal design, surveying undergraduate students in the month before entry
(Andrews 511). The term longitudinal design is not broken down and explained to the
reader because it is already assumed that those reading this are in the academic
disciplinary field in which this is written for, thus should already know what a
longitudinal design is and not need explanation. Furthering this, the data provided to the
reader is only examined and analyzed however it is not thoroughly explained to the
reader because, as previously mentioned, the audience should understand the terms and
be able to self analyze/comprehend the data provided. Unlike in Joness article, Andrews
does not provide the definition of depression or the symptoms, he assumes the readers
general knowledge of this topic and does not deem it necessary to provide it in his piece.
You can say Andrew takes a more psychological viewpoint simply due to the fact that
he surfaces facts and evidence in data rather than in citing sources of information from
various sources, as Jones did in her article.
Andrewss research shows the connections depression has in teenage lives. He
breaks down each of the research findings and emphasizes the unfortunate results of
depression in teens. Andrewss summarization, of each section later discussed in the
paper, at the beginning of the paper condenses the entire paper and gives a brief synopsis
of the paper. Because of the structure of this writing, readers can determine if the entirety
of the article is relevant to their needs by merely reading the title and objectives
section at the beginning of the piece.

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In this writing depression is shaped as a result of another aspect of life rather than
a part of life which surfaces uncontrollably. Although both pieces, Jones and Andrew,
discuss the topic of depression in teenagers, they each provide extremely different views
and information regarding it. It is interesting to see a more emotional and personal
description of depression in Joness article in a librarian perspective than a factual
research description in Andrewss psychologist point of view. Each of the writings
provide valid and credible information, however they are distinct in their structure and
conventions implemented to gain better source of communication to their audiences.
Terminology, evidence structure, definition, and other conventions are each used to their
own specific benefit in each paper to better gather their intended audiences attention. As
we have seen, one topic can be discussed in many ways and it all settles down to the lens
in which you are analyzing the topic through. Psychologists see depression as a variable
to a persons life and examines the ways in which it can negatively affect them. Looking
at depression in teenagers from a library science perspective takes a dive into a more
emotional perspective and analyzes the negative affects and struggles teens cope with,
while implementing new ways to help them. Depression in teenagers nonetheless is an
unfortunate disorder affecting many of todays youth. Any research and/or discussion
regarding the issue only helps to further education of the topic and push for others not
suffering to have a helping hand in making the lives of those who are, a little better.

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Works Cited
Jones, Jami L. Freak Out or Melt Down: Teen Responses to Trauma and
Depression. (n.d.): n. pag. Web.
Andrews, Bernice, and John M. Wilding. The Relation of Depression
and Anxiety to Life-stress and achievement in Students. British
Journal of Psychology 95.4 (2004): 509-21. Web.