Beruflich Dokumente
Kultur Dokumente
Larissa John-baptiste
General Purpose: To persuade
Specific Purpose: To persuade my listeners to promote youth programs for
kids.
Central Idea: Supporting youth recreational programs is essential for the
growth and development of the community.
I.
Introduction
Attention material
A. Open with a story about a former classmate whose death could
have been avoided had there been programs for recreation and
formation while young
1. A story of a friend who was lost to violence and exposure to crime
2. Statistics or prevalence of crime in the US Virgin Islands
3. Recreational programs help in preventing such deaths
4. Lyrics from the Greatest love of all
(transition: discuss recreational programs thoroughly)
Body
I.
There should be more recreational programs for the youth.
Having such programs would make a positive difference in the
lives of children and society at large.
A. What are recreational programs and what are its
examples?
B. What is the difference between recreational programs and
educational programs
C. Both are important but far too often, recreational programs
are neglected. Although most governments provide for
compulsory elementary education or even high school
education, after school programs are lacking. And as such,
attention should be given to recreational activities which
occur mostly after school.
II.
Convention on
Conclusion
I.
II.
Summary
A. The youth are our future and their development is
beneficial to society
B. That is why recreational programs are important
Clincher
A. I really do believe that our children are our future. They are
our hope.
Bibliography
http://udel.edu/~roberta/play/rights.html
Fight Crime: Invest in Kids, California (FCIK). (2001). Californias afterschool choice: Juvenile crime or safe learning time. California: Fight Crime:
Invest in Kids. Retrieved June 20, 2015, from http://www.fightcrime.org/ca
Brown, W.O., Frates, S.B., Rudge, I.S., and Tradewell, R.L. (2002). The costs
and benefits of after-school programs: The estimated effects of the After
School Education and Safety Program Act of 2002. Retrieved June 20,
2015, from
http://www.claremontmckenna.edu/rose/publications/pdf/after_school.pdf
Osgood, E.W., Anderson, A.L., and Shaffer, J.N. (2005). Unstructured
leisure in the after-school hours. (J.L. Mahoney, R.W. Larson, and J.S. Eccles
(Eds.) in Organized Activities as Contexts of Development: Extracurricular
Activities, After School and Community Programs. Mahwah, NJ: Erlbaum,
45-64.
Mahoney, J.L., Cairns, B.D., and Farmer, T.W. (2003). Promoting
interpersonal competence and educational success through
extracurricular activity participation. Journal of Educational Psychology,
95(2), 409-418.