Running head: SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES? 1 2 SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES? Assignment 3.1: The Persuasive Speech COM 201 – The Power of Effective Speaking May 20, 2020 Should Children under the Age of 10 Own Cell Phones? Always mediate about your legacy, you are the author of it. Today I want to engage in you into the discussion on whether children under the age of ten own cell phones. The use of cell phones has facilitated communication and has other importance due to technological advancement. It is not surprising to find that most children today own cellphones, which is a result of technology which children are aware of, and parents are pressured to provide them with cell phones at an early age (Tyler & Schmitz,2017). With the need to provide a cell phone to them, the question that is left unanswered is whether the children themselves are prepared for the responsibility of owning a phone. The decision on whether children under ten years should own phone is based on weighing the benefits versus risks of cell phones to them The benefits of owning a cell phone at the age of ten includes: 1) Owning a cell phone at an early age provides children a chance to communicate emergency issues because many families do not have a home phone and also the public telephones are seen as past. 2) Children have the opportunity for social interaction with their age mates. Through texting and talking, there is increased social contact among children. 3) Furthermore, owning a cell phone for children under the age of ten provides them with the opportunity to acquire intermediate knowledge for academic or personal use. For instance, a grade two pupil may use social media to gain academic knowledge to use in their work. 4) Lastly, owning a cell phone to children creates entertainment since children are more interested in funny things, a cell phone can give them the ability to watch funny things through the YouTube app. There are various risks associated with the ownership of cell phones to children under the age of ten. Parents are the ones entitled to provide cell phones to children if there is a need. However, it is important to explore the risks of children owning a cell phone while under the age of ten. When exploring the risks, one should consider the following: · How the child is responsible for carrying a phone; for instance, children under the age of ten tend not to be responsible for finding their clothes or school homework; how about being accountable to a cell phone considering its costs. · Another consideration is the impact of the cell phone to their health. Children at this age, like entertainment and spending long hours in screen lights, may be obese. · Lastly, there is a need to consider the impact of the social impact due to cell phone ownership to children. Considering the three points when exploring the risk for children under ten.

1. Running head: SHOULD CHILDREN UNDER THE AGE OF 10
OWN CELL PHONES? 1
2
SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL
PHONES?
Assignment 3.1: The Persuasive Speech
COM 201 – The Power of Effective Speaking
May 20, 2020
Should Children under the Age of 10 Own Cell Phones?
Always mediate about your legacy, you are the author of it.
Today I want to engage in you into the discussion on whether
children under the age of ten own cell phones. The use of cell
phones has facilitated communication and has other importance
due to technological advancement. It is not surprising to find
that most children today own cellphones, which is a result of
technology which children are aware of, and parents are
pressured to provide them with cell phones at an early age
(Tyler & Schmitz,2017). With the need to provide a cell phone
to them, the question that is left unanswered is whether the
children themselves are prepared for the responsibility of
owning a phone. The decision on whether children under ten
years should own phone is based on weighing the benefits
versus risks of cell phones to them

2. The benefits of owning a cell phone at the age of ten includes:
1) Owning a cell phone at an early age provides children a
chance to communicate emergency issues because many families
do not have a home phone and also the public telephones are
seen as past.
2) Children have the opportunity for social interaction with
their age mates. Through texting and talking, there is increased
social contact among children.
3) Furthermore, owning a cell phone for children under the age
of ten provides them with the opportunity to acquire
intermediate knowledge for academic or personal use. For
instance, a grade two pupil may use social media to gain
academic knowledge to use in their work.
4) Lastly, owning a cell phone to children creates entertainment
since children are more interested in funny things, a cell phone
can give them the ability to watch funny things through the
YouTube app.
There are various risks associated with the ownership of cell
phones to children under the age of ten.
Parents are the ones entitled to provide cell phones to children
if there is a need. However, it is important to explore the risks
of children owning a cell phone while under the age of ten.
When exploring the risks, one should consider the following:
· How the child is responsible for carrying a phone; for
instance, children under the age of ten tend not to be
responsible for finding their clothes or school homework; how
about being accountable to a cell phone considering its costs.
· Another consideration is the impact of the cell phone to their
health. Children at this age, like entertainment and spending
long hours in screen lights, may be obese.
· Lastly, there is a need to consider the impact of the social
impact due to cell phone ownership to children.
Considering the three points when exploring the risk for
children under ten years to own a cell phone, it highlights
various risks, and they include:
1) Cell phone ownership is the primary cause of reduced

3. academic performance to children under the age of ten (Miller
et al.,2019). Those with phones tend to chat with their friends
while in class; hence they do not pay attention to what is taught;
as a result, they start to miss vital lessons and fail in exams.
2) Another risk with a cell phone is that it is associated with
medical issues such as hypertension and obesity because
children addicted to phones do not have time for physical
activity.
3) The last risk is that cell phones to minors contribute to
immoral behavior because they can access inappropriate media
and share it with their peers.
To conclude, cell phone ownership to children under the age of
ten has various benefits and risks in which parents a decision
must consider them before making the decision. The benefit is
that it facilitates communication in case of emergencies,
entertainment opportunity for children, and gain to intermediate
knowledge. The risks are that owning phones to children can
expedite bad behavior, lead to low academic performance, and
medical issues. Therefore, weighing the benefits and risks, it
concludes that children under ten years should not own cell
phones because of the negative impact.
Reference
Miller, A. B., Sears, M., Hardell, L., Oremus, M., & Soskolne,
C. L. (2019). Risks to health and well-being from radio-
frequency radiation emitted by cell phones and other wireless
devices. Frontiers in public health, 7, 223.
Tyler, K. A., & Schmitz, R. M. (2017). Using cell phones for
data collection: Benefits, outcomes, and intervention
possibilities with homeless youth. Children and youth services
review, 76, 59-64.

4. 1
Zhang
The Brave Survive
Wenjia Zhang
Emily: A young 20-year old lady of Asian origin from
California with short hair, yellow skin, and wears glasses. She
is also short, has small eyes, and straight black hair. She is a
student at a local university and a staff member at a local
company that deals with stationary distribution.
She is outgoing, confident, hardworking, and brave, and her
hobbies include swimming, dancing, playing the piano,
painting, traveling, and listening to music.
Ann: She is Emily’s friend and classmate at the local campus.
They live several blocks from each other but often spend time
both at school and at home. She is also twenty years old, an
American, and her hobbies include swimming, watching movies,
and painting.
Wang: She is Forty-five years old, female, and Emily’s mother.
She is also of Asian origin, has long curly hair, yellow skin, and
small eyes. She is a housewife who is friendly, considerate, and
patient and enjoys yoga, traveling, and watching television
shows.
Professor Patrick: Professor who teaches history at the campus.
He is married with three grown-up children, stays with his wife
in the same neighborhood, and is passionate about the subject to
help students to understand and not repeat past mistakes,
especially about racial discrimination.
George: Twenty-three-year-old gentleman who has been
showing interest in Emily. He is outgoing, enjoys swimming,
road trips, and hanging out with his friends. He plays the guitar
in his free time and is in his final year of campus, two classes

5. ahead of Emily.
Tim: A twenty-one-year-old classmate of Emily and Ann. He is
known for being very protective and talking boldly about the
United States. His late grandfather was a politician, and his
father is a politician who strongly advocates protecting the
country's values and its people from different forms of
exploitation.
Scene 1
This is a cold Monday morning. Emily's family has been in a
different town during the weekend. Emily has to catch a train to
school. On the train, she realized she is the only person of
Asian origin while there are numerous Whites and African
Americans. The train is full, and people crammed closer
together, but she realizes that people are just crowding at the
opposite ends of her. There is enough space around her for four
people to stand comfortably, but no one is around her.
Superficially, people are looking at her so ordinary, but in fact,
people seem very curious like they want to know why she is
there. She has encountered subtle discrimination in different
places but has never experienced it on the train.
Emily recalled her first experiences for discrimination, which
happened the first time she went to American elementary
school. When she went to school to report on the first day, she
was scared and excited. The first lesson is the literature class.
For Emily, English is a second language; she is not good at
literature. During the group discussion in class, Emily found
that no one wanted to join her. She realized she might be
isolated. She vaguely heard the nearby boy say: "Go to the
Chinese class, where it belongs to you." At that time, Emily felt
very wrong, and she vaguely felt discrimination. However, she
didn't know how to strike back him. The train has arrived. She
calls and meets up with Ann a few meters before the campus
entrance, and they walk together towards the gate and lecture
hall.

6. Ann: Hey, good morning, my beauty. How was your weekend?
Emily: It was a lovely weekend; how was yours?
Ann: It was okay, was home most of the time, catching up on
the latest television show. It is exciting and a new season is
coming up from next week. You should watch it; I have told you
several times.
Emily: I promise to catch up with you soon, I do not have much
assignment this week, and my work does not busy. That will
give me enough time to watch it.
Ann: I did not know you were out of town during the weekend,
was it a vacation off with George? (winks after she finishes the
statement).
Emily: (Laughing loudly). No, not at all, we don’t often talk
these days, the exams are coming up, and sometimes he can get
a little boring. I am thinking of cutting him off slowly by
slowly, but let’s see what next semester holds.
Ann: Oh, poor boy, can’t even step up to get some love.
(They laugh together).
Ann: By the way, you sounded a little worried when you called
me asking if I was already at the campus. What was the
problem?
Emily: (Smiling) Nothing really, maybe I was just a little tired,
nothing to worry about, I am here now.
Ann: (Insisting) Come one, I have known you for ten years, so I
know how you sound when you are tired and how you do when
you are worried.
Emily: It happened again, on the train, and made me feel so bad.
Also, I recall the worst experience in primary school. I was a
little devastated and had to call someone to take all the
attention directed towards me. Calling you was a good
distraction that helped me to endure several minutes on the
train. Thank you for being there for me always.
Ann: (Turning to hug Emily) Come here. I am so sorry that you
had to go through that. I do not know why bad things always
happen to good people. I hope that one day we will be a country
where everyone respects the other and treats him or her like a

7. brother, sister, family, or friend. (Letting her go) We will
overcome all this sometime, hopefully. However, you should
know that I will always be here for you.
Emily: Thank you. I don’t know what I would do without you.
George, who was catching up with his friends not far from
where Ann and Emily were hugging, sees them and decides to
come and say hi. He slowly breaks away from his friends, and
hastily walks towards Emily and Ann. Ann catches a glimpse of
him just as he is about to reach them.
Ann: (To Emily) Here comes your boyfriend.
Emily: (Smiling) Stop it.
George: Hey, you, ladies, how are you all doing? It’s been a
while.
Emily: It was just last week George, not so long ago. I am well,
though, how are you?
George: (Looking into her eyes) Not bad, and I had missed you.
You didn’t pick my calls or reply to my texts over the weekend.
Is everything okay?
Emily: Yes, it is, nothing much. I was just a little busy with
several things over the weekend.
George: Okay, I would still like to hang out with you sometime
if you don’t mind.
Ann, who had been standing a few steps away, moves closer to
intercept.
Ann: (Smiling). I will leave you two lovers alone.
Emily: No, wait. (To George) Bye George, catch up some other
time.
Emily and Ann leave George getting back to his friends and
walk to the lecture hall for their first class.
Scene 2
It takes place in the lecture hall. Ann and Emily are sitting in
the middle row, and there are about thirty other students. The
students are talking in moderate tones, and others are casting
glances at Ann and Emily. There are rumors about the virus
spreading from the Asian region, and two friends had not heard
it until now. They do not understand what is happening, but the

8. glances at them make them know that something is wrong,
either with one of them or both. Enters Professor Patrick and
the class keeps quiet, the glimpses are much less, and people
seem to be concentrating on what the professor is about to say.
Professor Patrick: Good morning, students? Pause. The whole
class responds, “good morning.” I hope you have all been well
and enjoyed your weekend. So far, we are back to class as usual
on the discussions on discrimination as we had started in the
previous lesson. As I said before, there are different
discrimination classes, ranging from discrimination based on
sex and age to racial discrimination, which is the most common.
I am glad to be teaching students from different ethnic
backgrounds, and I can see Whites, Indians, African Americans,
Mexicans, and Asian people. The diversity in the class and the
harmony you have shown portrays how a prosperous society
should live. Free from drama and judging people based on their
humanity rather than their skin color, body, accent, or passions.
The lecture on discrimination continues for another thirty
minutes, and then the lecturer gives an assignment.
Professor Patrick: I know that in your different social
environments, you have witnessed or personally experienced
different types of discrimination. I would like each of you to
pick a specific kind of discrimination he or she has seen or
experienced, then write an essay about it and the suggestions on
how you think society can help stop it.
Tim raises his hand, and the professor points at him.
Tim: Excuse me, sir. There have been rumors about a virus
currently spreading around the world and from the Asian region.
Could such circumstances also result in discrimination, and like
you talked about different plagues in the past that killed
millions of people, could the extent of this current virus reach
that of past epidemics?

9. Professor Patrick: Well, I have heard about the virus and its
spread, but I do not think it will affect as devastating as the
previous ones. Already, we have more technological
advancement than in the past. The ease of communication and
improvement in scientific research is likely to stop it before it
spreads further or kills more people.
Tim: Thank you.
The professor leaves the class.
She suddenly remembered going to school gym at noon today;
she first chose to run on a treadmill. She decided a treadmill at
random, and a white girl on the treadmill next to it. Emily was
just about to start the treadmill. The white girl next to her
looked at Emily and immediately stopped the treadmill. At first,
Emily thought that girl had finished today's exercise, but that
girl went to use the treadmill that separated from her. This
behavior makes Emily very uncomfortable. The question makes
Emily realize the reasons the other students were staring at her
when she entered the class; also, the reason she meets
discrimination in the gym. Since Emily was not friends with
most people in the class, she did not understand why they would
look at her because a virus was spreading from the Asian
region. She regarded the United States as her home from a time
she was young. It seemed like all the discrimination she
experienced as a child was coming back. Now she was an adult,
and they could not tease her because of her hair and eyes, they
aimed to tease her for being from the region where a virus was
spreading and losing people's lives.
Scene 3
It is on a Saturday, one week after Tim asked the question, and
the virus seems to be spreading fast. It has now spread from the
Asian region to Europe even spread around the world; different
hospitals experiencing a surge in the number of patients and
deaths are also on the rise. The world seems to be disturbed,
and researchers are already trying to see if there is any way they

10. can develop an intervention. She is at work and ready to start
serving the customers and responding to their inquiries.
A lady customer of about fifty years old enters wearing a face
mask and gloves.
Customer: Hi.
Emily: (Smiling) Hi, and good morning to you. How can I help
you?
Customer: I want to manicure my nails, but I don’t know what
color I am suitable for (It seems like the customer suddenly
realizes that Emily is of Asian origin from the surprised look
she gives her before striking a conversation) Which part of the
Asian are you came?
Emily: (Understanding that the question is tricky and decides to
lie) It is my parents who came from the Chinese region, but I
was born and raised here in the United States (She smiles).
Customer: That is good; there are rumors that this virus
originates from the region, so it may be difficult dealing with
someone who is not an American citizen. Have you heard how
many deaths it is causing already?
Emily: Yes, I watched the news yesterday, and it is spreading
fast. I hope they find a cure or intervention for it soon (She
turns to choose some colors and give it to the customer).
Customer: These Asians and their habits! I hope they find a cure
soon, what a messy world.
(The customer realizes that she talked quite loudly)
Emily: (Break the silence in the shop). We have a lot of colors
here, and you can choose one color or different colors. The
price of our nail polish is also different because some nail
polishes have better quality and durability.
Customer: (Pointing at the items she has selected) I will pick
pink-orange one and khaki. I need mid-priced nail polish. It will
be even better if it comes at a discount, you know businesses
are taking a hit from the pandemic. (She smiles).
Emily: (Smiling) Yes, I will give you a good discount.

11. She chooses the various items from the shelf and starts to make
this customer's nails.
One hour later
Emily: (Smiling) Here you go, and here is the bill.
Customer: (Smiles while handing her the money) Thank you and
take care of yourself, child, don’t let the Asian wave sweep you
too.
Emily sits there, wondering she would have to go through as
long as the virus was still spreading. People would funnily look
at her while walking the streets, and in school, most of her
classmates were cautions about interaction with her despite
them knowing that she had raised in the United States. It
seemed like the conversation about discrimination would
remain. She wondered if more customers would look at her
differently just for being of Asian origin.
Scene 4
Emily gets to the house after work exhausted and sinks herself
on the couch. It is about seven in the evening, and her mother is
busy in the kitchen. Her mother enters from the kitchen carrying
a mug of tea and places it before her while smiling.
Wang: (Looking very concerned) You seem so tired today,
unlike the other days. How was work my child? Is it too much
pressure? You know your father makes enough to take care of
all of us.
Emily: Yes, mum, I know, but I also want to make something to
support myself in different ways. Additionally, I also don’t do
much around the house and so having somewhere to work helps
a lot.
Wang: True, but it should not be stressing you much. You are
young and should enjoy life a little before burdening yourself
with responsibilities.
Emily: (Smiling) It’s okay mum, I understand your worries, but

12. I’ll be fine. Remember, you told me that the brave survives.
Wang: (Laughing gently) Yes, I remember. So, tell me, what is
it today?
Emily: Just the usual, but with everything going on, it gets a
little overwhelming. Most customers, especially the older ones
who are the majority, look at me suspiciously. (She pauses
before continuing) They call it the Asian virus and act as if I
cannot hear them, yet I still must make services.
Wang: (Moves closer to Emily and holds her shoulder) I am so
sorry about that. I did not know that it would get to this extent.
You must be going through a lot. We shall overcome this, we
always have.
Emily: I can’t imagine what you have had to endure if it is just
a few weeks, and I am complaining already.
Wang: We have endured a lot of my child, but we are still here.
We overcome our difficulties by being brave and always not
listening to those trying to drag us behind. You are a citizen of
this country and deserve all the privileges other citizens get. So,
you have every right to keep going.
Emily: I understand, mum, but it gets so difficult at times. For
how long will this go on, and will the situation ever change in
the future?
Wang: I believe it will. With time, people become the sort of
immune to the insults and all. It continues like nothing is
happening. It could be worse if your colleagues discriminated
against you, but customers have different personalities and
beliefs, but you still serve them because they are a part of your
dreams. It is through them that you get the money to use in
building your dreams.
Emily: True, I get you. I understand now.
Wang: Yes, and if you have a reliable support system and
people who believe in you like your father and me and your
friend, what’s their name?
Emily: (Looking surprised) Mum, you keep forgetting all the
time.
Wang: This time, you will remember it and never ask again (She

13. smiles).
Emily: Ann.
Wang: Yes, Ann. If you have such types of friends, all will be
well. Focus on the responsibilities and those who love you, and
you will sail through. You must view it as a hurdle on your path
towards success. That makes it much easier to deal with it. You
are a great one, and you will make it.
Emily: Thanks, mum.
Wang: Another thing you must learn is to use your abilities too
to stop the discrimination eventually. Most people will
discriminate against you because they believe there is
something you may not do successfully. Focusing on your
success and doing every duty diligently, learning skills, and
becoming knowledgeable will place you at a place of respect
from society irrespective of your place of origin. It will make
people see you based on those abilities rather than a tribe. So be
brave, and you will survive. You will overcome this.
Emily: Thanks, mum, I feel way much better now, and I will
take the advice. I love the school, and the workplace is friendly
except for a few customers who look at me differently. I’ll
make it.
Wang: That’s the spirit. Be brave, and you’ll survive. Now
come and help me a little in the kitchen, your father will be
arriving soon.
They leave for the kitchen to prepare dinner.

14. Sample Outline:
Topic
By Student
COM201
Instructor Name
Today’s Date
*Please note that the purpose of this template is to assist you
with correctly formatting an outline. This sample outline is not
on an approved topic, and the thesis statement, main points, and
supporting details should not be used in your outline.Please
carefully review the Assignment Overview document (located in
assignment link) for the approved topics.Also, your outline
should not include complete paragraphs, entire speech, or an
essay. *

15. Topic: Insert topic here. Introduction
Capture your audience’s attention with a quote, anecdote, or
personal experience
Build up to the main reason for the speech
Summarize the main idea and briefly state the main
pointsWorking with Microsoft WordCreating a
PresentationBuilding on Previous Work First Main Point:
Working with Microsoft Word
Move an outline numbered item to the appropriate numbering
level
Help plan speech and organize thoughts Second Main Point:
Creating a Presentation
Creating a presentation from a Word outline (Benefits of an
Outline, 1)Uses the heading styles Heading styles are applied
when you use numbered outlinesEach paragraph formatted with
the Heading 1 style becomes a new slide, each Heading 2
becomes the first level of text, and so on.
ProceduresOpen the document and use it to create a presentation
Open the File menu Main Point 3: Building on previous work
Use heading styles to create longer documents
To learn more about Outline view, review Microsoft Word Help
Conclusion
Restate your main pointsWorking with Microsoft WordCreating
a Presentation (Effective Use of a Presentation, 2)Building on
Previous Work

16. Summarize the presented ideas
Restate introduction or conclude with a compelling remark
Sources
1.Benefits of an Outline. (2015). Importance of an Outline.
Retrieved from
http://www.inspiration.com/visual-learning/outlining.org
2. Effective Use of a Presentation. (2018). Retrieved from

17. https://www.effectiveuseofpresentation.edu