Help me with this funny speech. 'Cure' part is "Listen to classic music". 'Ill' part is "We hear teens swearing".
The plan:
Revise the structure for the ‘Ill’ part of the speech (the first main idea)
I. State what the problem is clearly and concisely.
A. Claim that the problem affects a lot of people (it’s big). [You can use testimony, experience]
a) Prepare your audience for the first piece of evidence. Give that piece of evidence (in detail, if necessary). Conclude by saying that this piece of evidence proves that the problem affects a lot of people.
b) Prepare your audience for the second piece of evidence. Give that piece of evidence (in detail, if necessary). Conclude by saying that this piece of evidence proves that the problem affects a lot of people.
(Transition: Say that the problem is not only big but it is also bad.)

B. Claim that the problem affects people badly/deeply (it’s bad). [Use this claim: IQ decreases dramatically]
a) Prepare your audience for the first piece of evidence. Give that piece of evidence (in detail, if necessary). Conclude by saying that this piece of evidence proves that the problem affects a lot of people badly/deeply.
b) Prepare your audience for the second piece of evidence. Give that piece of evidence (in detail, if necessary). Conclude by saying that this piece of evidence proves that the problem affects a lot of people badly/deeply.

Learn the structure for the ‘Blame’ part of the speech (the second main idea)
II. Claim that there are a number of causes of the problem and you are going to look into two or three of them.
A. State the first blame (the first cause of the problem). [Use this: We hear them swearing... that's the problem]
a) Prepare your audience for the first piece of evidence. Give that piece of evidence (in detail, if necessary). Conclude by saying that this piece of evidence proves that this thing really causes the problem. [You can use the fact that we have ears]
b) Prepare your audience for the second piece of evidence. Give that piece of evidence (in detail, if necessary). Conclude by saying that this piece of evidence proves that this thing really causes the problem. [You can use the fact that it's easier to pick out swear words]

Transition: Say there is another important cause of the problem
B. State the second blame (the second cause of the problem). [Use this: they are stupid]
a) Prepare your audience for the first piece of evidence. Give that piece of evidence (in detail, if necessary). Conclude by saying that this piece of evidence proves that this thing really causes the problem. [You can use some statistics for example]
b) Prepare your audience for the second piece of evidence. Give that piece of evidence (in detail, if necessary). Conclude by saying that this piece of evidence proves that this thing really causes the problem. [You can use some correlation between IQ and swearing]

(OPTIONAL! Transition: Say there is one more important cause of the problem.

C. State the third blame (the third cause of the problem).
a) Prepare your audience for the first piece of evidence. Give that piece of evidence (in detail, if necessary). Conclude by saying that this piece of evidence proves that this thing really causes the problem.
b) Prepare your audience for the second piece of evidence. Give that piece of evidence (in detail, if necessary). Conclude by saying that this piece of evidence proves that this thing really causes the problem.)

Notes for plan:
There are only 3 types of blame you can choose from. These are:
1) A structural barrier
This is when there is or there is not an official document (a law, an order, a rule, etc) and that creates conditions for this problem to persist.

2) An attitudinal barrier
This is when the problem persists because people like or dislike something, care or don’t care about something, believe or don’t believe something, have particular opinions, etc.

3) A gap barrier
This means that already existing solutions/attempts to solve the problem have failed. In other words, existing solutions are not enough and something else is needed.

In the ‘Blame’ part of the speech you can include two or three blames. They can be of different types but this is not necessary. They can all be of the same type as well.