Speech and Script

1. Introduction:“Attention gaining material” (Berko, Wolvin,& Wolvin,1998)
Visual Talking points
Fast moving images of dangerous cities around the
world.
Asking the audience where they think the most
dangerous place in the world is?
Why are these places so dangerous?
What would you think if one of these places is in our
backyard? What about if there was a simple thing we
could do to stop it.

2. Introduction (Continued)
Visual Talking points
Image of Townsville Member introduces their hometown- Townsville.
Introduce the fact that Townsville (where member is based) is among
the worst for crime in the world.
Townsville is the “capital” of North Queensland. Youth crime is an issue.
The rest of Queensland isn’t perfect either.
Introduce rates of crime in South Queensland. It’s a state issue.

3. Central Idea: Diminishing youth crime rates in Queensland is everyone’s
business.
Visual Script
Statistic about Youth Crime on blank slide.
Inspiration: Godin Method: one concept per slide (Godin,
2011)
Youth crime doesn’t just affect the families of those it
impacts, it’s a community issue.
It becomes a state issue when police and prisons are
involved. How is the system failing?
We cant continue to ignore the problem.
The issue is not a lost cause.
We have the power to change this, we have the power to
address the issue at it’s core.

4. Central Idea Cont. Introducing themes related to central argument.
Visual Script
Blank slide
“It is not up to us”
(Rhetorical device: use of antithesis, contrast)
-Curriculum: how is the curriculum letting these kids
(use of kids appeals to emotions) slip through the
cracks? Should we be learning more about gaining
employment and healthy habits than Shakespeare or
standard deviations (rhetorical device: alliteration)?
-Recidivism in detention centres: Revolving door
concept (imagery). What are they really teaching?

5. Central Idea Cont. Introducing themes related to central argument.
Visual Script
Blank slide
“It is not up to us”
-Youth mental health: This is a major factor in crime.
Determinism: youth feel like they are worthless; their
path was already set and they cannot change it.
-Youth empowerment: How can we empower at risk
youths? Why empowerment is important in
prevention.

6. Central Idea Cont. Introducing themes related to central argument.
Visual Script
Blank slide- transition as NOT word is removed
“It is up to us”
(Impactful as sentence is restructured to have a
totally different meaning)
Empower audience by saying that this is the vision
member will bring to parliament.
Mention that the issues will have an indirect effect on
other issues we’re facing.
Our youth are our future. Let’s invest in our future.

7. Body Issue 1: Issues related to central idea (Berko, et al., 1998)
Visual Script
Statistic of empowerment in education. Education and empowerment is the key to reducing
youth crime.
Prevention is better than cure- intervention
approaches aren’t serving the state of Queensland
well.
When was the last time our curriculum was properly
revisited?

8. Body Issue 1 Continued
Visual Script
Statistic about feeling lost after high school. Why is our focus in senior on solely preparing for end of schooling results?
Shouldn’t we seek a more meaningful approach? Focus on VET and making high
school students strive towards an achievable goal.
This is why many students feel lost after school. Those who feel lost may not
have a supportive home environment; they have no direction, so why should
they care? How can we provide these people with the tools they need for post
schooling success.
Life lessons may not be being taught at home. How can we assist those students
who see and experience crime in their upbringing- how can we support them to
break the cycle. School is mandatory, teaching your children is not.

9. Body Issue 2: Recidivism in detention centres.
Visual Script
Statistic about recidivism in youth detention centres. How are we failing the youth in our detention centres?
Why is the rate of recidivism high? Average stay of an inmate.
Why is reformation so hard to achieve?
Examine case study in other region about youth detention centres
and helping those to achieve a more law abiding life.
Introduce cost vs benefits.
(Use of ethos: ethics and emotion)

10. Body issue 3: Youth mental health
Visual Script
Mental health statistic Young aboriginal males are over represented in the criminal justice system (Allard,
et al., 2010).
Introduce the dangers of an “I’ve got nothing to lose” mindset.
Impulsivity a factor.
Intergenerational trauma and racism towards Aboriginal people is a factor in poor
mental health of Aboriginal youth. Labelling and stigmatisation can make crime a
justified option (Allard, et al., 2010).
How can we work to destigmatise mental health among youth so that help can be
accessed when needed?
(Use of logos: logic)

11. Body issue 4: Youth empowerment
Visual Script
Single word on slide
“Empowerment”
Empowerment is powerful in the solution against the issue of youth
crime.
Discuss why empowerment is important.
“I envisage a future where empowerment and education are the
precedent on which our children grow up. The youth of today are
Australia’s future tomorrow, it’s up to us to provide the best bridge from
childhood to adolescence.” (Imagery and use of alliteration to
emphasise point)

12. Conclusion: Close of argument. Last 30 seconds are critical (Berko, et al.,
1998).
Visual Script
Blank slide with words “why aren’t we”.
Makes issue seem simplistic, and promotes critical thinking among
audience. Simple but effective statement to remember speech by,
which will be recorded well in media (Clayman, 1990). Using the
word “we” promotes inclusion.
Empowerment is the key to reducing youth crime.
Reducing youth crime will have positive impacts for the entire state:
employment rates increase, crime rates decrease, tourism
encouraged due to a safer environment. The youth are our future.
We are more than a statistic. We have the power to make massive
social change, and that is my vision for parliament.
End with simple statement “Sitting here today, we all have the
power to change the lives of young people in Queensland. So why
aren’t we?”

13. References
Allard, T., Stewart, A., Chrzanowski, A., Ogilvie, J., Birks, D., & Little, S. (2010). Police diversion of
young offenders and Indigenous over-representation. Trends & issues in crime and criminal
justice no. 390. Canberra: Australian Institute of Criminology.
https://aic.gov.au/publications/tandi/tandi390
Berko R., Wolvin, A., & Wolvin, D. (eds.) (1998). Communication : a social and career focus (pp. 326-
353). Boston: Houghton Mifflin Company.
Clayman, S. (1990). From talk to text: newspaper accounts of reporter-source interactions. Media
Culture & Society, 12, 79-103.
Godin, S. (2011). The atomic method of creating a Powerpoint presentation. Retrieved from
https://seths.blog/2011/10/the-atomic-powerpoint-method-of-creating-a-presentation/