The document is an outline for an informative speech about elder care as a career opportunity. It will argue that elder care presents opportunities to promote what God values by caring for older people's physical, mental, emotional and spiritual well-being. The outline previews that the speech will discuss how America's aging population is growing, leading to increased demand for elder care specialists, and that this career allows one to interact with others in a way that honors biblical teachings.

1. Informative Speech Outline
John Student
COMS 101 Section ___
September 7, 2015
Organization: Topical pattern
Audience analysis: My audience consists of two white college-
aged women and a middle-aged white man, all of whom are
college-educated, who attend a small Methodist church in the
coal fields of southern West Virginia. Each is unemployed or
has a close relative who is unemployed.
Topic: The elder care vocation presents unique opportunities
for advancing what God values by promoting the physical,
mental, emotional, and spiritual well-being of older people.
General Goal: To inform the audience about the job field of
elder care
Specific Goal: I want to inform my audience about the elder
care vocation and how it can function as a platform for
promoting the physical, mental, emotional, and spiritual well-
being of older people, something God values according to
Scripture (Lev. 19:32; Job 12:12; Prov. 16:31; Isa. 46:3–4).
Introduction:
I. Get Attention
According to Dr. Cathleen Carr, an eldercare specialist and
founder of CetifiedCare, ‘The demand for elder caregivers is
growing rapidly as the population of the United States faces
record growth in the elderly population.’”[footnoteRef:1]

2. Indeed, according to the United States Bureau of Labor
Statistics, the demand for personal care aides will climb 70.5%
between 2010 and 2020” (BLS).[footnoteRef:2] [1:
http://www.prweb.com/releases/2012/1/prweb9119048.htm] [2:
http://www.bls.gov/emp/ep_table_103.htm]
II. Establish Relevance
Elder care is an emerging job field with rewarding opportunities
for people who want secure jobs, like many of you, could
consider.
III. Establish Credibility
I have gained an understanding of this job field through my
work as an elder care volunteer for the past two years and
through formal research.
IV. State the Thesis
If you are looking for a career opportunity through which you
can make a God-honoring difference in people’s lives, elder
care is an emerging job field that could give you the excellent
opportunity for which you seek.
V. Preview Your Main Points
During the minutes that follow, I will explain discuss this job
field, showing you, first, that America is an aging nation,
second, that the nation has a growing need for elder care
specialists and, third, that the elder care field presents great
opportunities for interacting with people in a way that God
values according to Scripture.
Transition: Let’s take a closer look at this.
Body:
I. Main Point 1. America’s population is aging.
A. According to statistics from the United Nations Population
Division, the percentage of Americans who are age 65 and older
has grown from 8.3% in 1950, to 9.8% in 1970, to 12.3% in
1990, to 13% in 2010. This figure is expected to grow to 19.8%
in 2030 and 21.6% in 2050.[footnoteRef:3] [3:

3. http://www.nytimes.com/interactive/2011/02/04/business/aging-
population.html]
B. The Population Reference Board, in a 2011 report, attributed
this shift to a number of factors, such as declining birth rates,
reductions in mortality at older ages, and the advances in the
treatment of diseases and chronic conditions.[footnoteRef:4] [4:
http://www.prb.org/pdf11/aging-in-america.pdf]
C. As America’s older demographic grows, one reasonably
infers, so will the demand for addressing the wants and the
needs that older people often have.
Transition: This brings me to my second point.
II. Main Point 2. As America’s aging population grows, so does
the nation’s need for elder care specialists.
A. Citing a variety of supportive studies, the University of
Albany’s Center for Health Workforce Studies claimed, in 2006,
that “[t]he expected growth of the older adult population in the
U.S. over the next 50 years will have an unprecedented impact
on the U.S. health care system, especially in terms of supply of
and demand for health care workers.” The factors contributing
to this increased demand include the following:[footnoteRef:5]
[5:
http://www.albany.edu/news/pdf_files/impact_of_aging_excerpt
.pdf]
1. First, “Older adults are more likely to suffer from chronic
illnesses (e.g., cancer, heart disease, diabetes) than younger
people. About 84% of those age 65 and older suffer from at
least one chronic condition, compared to 38% of those ages 20
to 44 . . .”
2. Second, “Older adults are more likely to require the services
of health professionals as a result of injuries and illnesses due
to greater physical vulnerability (e.g., they are more likely to

4. break bones in falls; they are more likely to contract pneumonia
as a consequence of influenza).”
3. Third, “Older adults have more limitations in terms of
performing activities of daily living than younger people due to
greater rates of physical and cognitive disability. Almost 35%
of adults age 65 and older have an activity limitation, compared
to about 6% of those ages 18 to 44 . . .”
4. Fourth, “Older adults consume far more prescription
medications than younger people.”
5. Fifth, “Older adults consume more ambulatory care, hospital
services, nursing home services, and home health care services
than younger people. People age 65 and older average 706
ambulatory care visits per 100 people (compared to 291 visits
per 100 people age 18–44); average 286.6 hospital discharges
per 1,000 people (compared to 94.8 for ages 18-44); and
constitute more than 70% of home health care patients . . .”
6. Sixth, “The needs and utilization patterns of baby boomer
older adults may be different from those of current older adults
in important ways, and this will also affect the demands placed
on the health care system in the future.”
7. Seventh, “Baby boomer older adults will have a smaller pool
of potential family caregivers than current older adults. They
have had fewer children than their parents, and are more likely
to have had no children (more than 12% of women in this cohort
are childless . . . They are also more likely to be divorced
(lifetime divorce rates are projected to be 53% for the cohort . .
. and will thus be more likely to live alone as they enter old
age.”[footnoteRef:6] [6:
http://www.albany.edu/news/pdf_files/impact_of_aging_excerpt
.pdf]
B. Further confirming this trend, the Alzheimer’s Association,
in a 2004 report, projected that the United States would see an
average 44 percent increase in Alzheimer’s Disease—a
degerative mental disease often associated with aging—by the
year 2025.[footnoteRef:7] [7:

5. http://www.alz.org/alzwa/documents/alzwa_resource_ad_fs_ad_
state_growth_stats.pdf]
C. With the emergence of this aging trend, the demand for
health care workers is dramatically increasing. The U.S. Centers
for Disease Control and Prevention reports that “healthcare is
the fastest-growing sector of the U.S. economy, employing over
18 million workers.”[footnoteRef:8] [8:
http://www.cdc.gov/niosh/topics/healthcare/]
Transition: This brings me to my final point.
III. Main Point 3. The elder care field presents great
opportunities for interacting with people in a way that God
values according to Scripture.
A. God values the well-being of older human life (Lev. 19:32;
Job 12:12; Prov. 16:31; Isa. 46:3–4) and impaired human life
(Matt. 14:14; 15:30; 20:34; Luke 4:18; 7:22).[footnoteRef:9]
Elder care specialists clearly can promote this through their
work. [9: Donald H. Alban Jr., Speech Communication: A
Redemptive Introduction. Dubuque: Kendall/Hunt Publishing
Company, 2012, 74.]
B. God also values our love for others (John 13:34–35; 15:12–
17; Rom. 12:10; 16:16; 1 John 4:7-21).[footnoteRef:10] If
authentic love for others motivates the elder care specialist to
do his or her job, he or she promotes something God values by
doing it. [10: Alban 75]
C. Finally, God values our compassion for others, and this
includes the poor and oppressed and the sick (Matt. 25:31-
46).[footnoteRef:11] [11: Alban 75]
Transition: This brings me to my conclusion.

6. Conclusion:
I. Summarize Your Thesis and Main Points
As I just demonstrated, America’s population is aging. As the
nation’s aging population grows, so does its need for elder care
health workers. Thus, a career in this field may be worth
considering and not just because of the job opportunities it
presents. Rather, a career in this field may be worth considering
because it presents great opportunities for honoring God by
helping the elderly, showing authentic love to them, and
expressing compassion for those among them who are poor,
oppressed, and sick.
II. End with a Clincher
Are you looking for a job in which employment opportunities
abound? Are you also looking for a job through which you can
honor God by promoting what He values? The elder care job
field might be the answer to your search.
Bibliography
“The Aging of America.” The New York Times. 5 Feb. 2011,
<http://www.nytimes.com/interactive/2011/02/04/business/aging
-population.html>
“Alzheimer’s disease growth: U.S.will see average 44 percent
increase in Alzheimer’s disease by 2025.” Alzheimer’s
Association. 2004. <
http://www.alz.org/alzwa/documents/alzwa_resource_ad_fs_ad_
state_growth_stats.pdf>
Alban, Donald H., Jr. Speech Communication: A Redemptive
Introduction. Dubuque: Kendall/Hunt Publishing Company,
2012.
“America’s Aging Population.” Population Reference Bureau.
Feb. 2011,
< http://www.prb.org/pdf11/aging-in-america.pdf>.
“CertifiedCare Explains Development In Personal Care Aide

7. Legislation That Protects The Rapidly Increasing Elderly
Population.” PRWeb. 19 Jan. 2012,
<http://www.prweb.com/releases/2012/1/prweb9119048.htm>.
“Employment Projections.” Bureau of Labor Statistics. 1 Feb.
2012, < http://www.bls.gov/emp/ep_table_103.htm>.
“Healthcare Workers.” Centers for Disease Control and
Prevention. 16 April 2013.
< http://www.cdc.gov/niosh/topics/healthcare/>.
“The Impact of the Aging Population on the Health Workforce
in the United States: Summary of Key Findings.” Center for
Health Workforce Studies. March 2006.
<
http://www.albany.edu/news/pdf_files/impact_of_aging_excerpt
.pdf>.
COMS 101
Informative Speech Outline Template
Your Name:
COMS 101 Section ___
Date Due:
Organization: Identify your outline pattern here. Your only
option for this speech is the Topical pattern (see course
readings, ch. 7).
Audience analysis: Provide a description of your audience
(e.g., its demographics like age, gender, ethnicity, etc. as well
as any other information about them that impacts the way you
plan and present the speech (see course readings, ch. 4).
Topic: In 1 or 2 sentences, identify the career/job field that
you, in this speech, will define, describe, and present to the
audience as a platform for promoting what God values. Simply

8. state here that one can use this job field [identify it] to promote
specific things that God values [identify them]. (See the
Informative Outline and Speech Instructions document.)
General Goal: To inform the audience about _____ (the job
field you will profile)
Specific Goal: I want to inform my audience about the ______
job field and to show members how this vocation can serve as a
platform for promoting _______ [list a God-valued quality or
two here]—qualities that God values according to Scripture
[cite a biblical passage or two that supports your statement that
God values this quality]. (see course readings, ch. 4)
Introduction:
I. Get Attention
Use an attention-getter to introduce the topic (see course
readings, ch. 8).
II. Establish Relevance
Show the audience how this topic relates to them (see course
readings, ch. 8).
III. Establish Credibility
Identify the credentials or experiences that qualify you to
address this topic as an authority (see course readings, ch. 8).
IV. State the Thesis
Present your purpose or thesis statement—a statement that
encapsulates your speech’s main idea—here. State it as 1
complete sentence, with subject, verb, and complete thought
(see course readings, ch. 8).
V.
Preview Your Main Points
Present a preview statement here. Briefly explain that you will
now validate or prove the thesis by presenting Main Point 1
(state it), Main Point 2 (state it), Main Point 3 (state it), etc. Be
sure to list each of the body section’s main points, in the order

9. you will cover them.
Transition: Use a word, phrase, or sentence to notify your
audience that you now will support your purpose or thesis by
presenting the main points in their stated order and in greater
detail (see course readings, ch. 7).
Body:
I. Main Point 1. State it as 1 complete, declarative sentence.
Works with the other main points to develop the thesis
statement. Be sure it consists with the chosen organizational
pattern you identified above.
A. An example, illustration, statistic, comparison, quote from a
properly cited expert source that supports or illustrates Main
Point 1 (Parenthetical Citation, if this came from a source).
B. Another example, illustration, statistic, comparison, quote
from a properly cited expert source that supports or illustrates
Main Point 1 (Parenthetical Citation, if this came from a
source).
C. If needed, another example, illustration, statistic,
comparison, quotes from an expert, or other supportive material
that supports or illustrates Main Point 1 (Parenthetical Citation,
if this came from a source).
Transition: Use a word, phrase, or sentence to notify your
audience that you are now transitioning from your first main
point to your second main point (see course readings, ch. 7).
II. Main Point 2. State it as 1 complete, declarative sentence.
Works with the other main points to develop the thesis
statement. Be sure it consists with the chosen organizational
pattern you identified above.
A. An example, illustration, statistic, comparison, quote from a
properly cited expert source that supports or illustrates Main
Point 2 (Parenthetical Citation, if this came from a source).

10. B. Another example, illustration, statistic, comparison, quote
from a properly cited expert source that supports or illustrates
Main Point 2 (Parenthetical Citation, if this came from a
source).
C. If needed, another example, illustration, statistic,
comparison, quotes from an expert, or other supportive material
that supports or illustrates Main Point 2 (Parenthetical Citation,
if this came from a source).
Transition: Use a word, phrase, or sentence to notify your
audience that you are now transitioning from your second main
point to your third main point (see course readings, ch. 7).
III. Main Point 3. State it as 1 complete, declarative sentence.
Works with the other main points to develop the thesis
statement. Be sure it consists with the chosen organizational
pattern you identified above.
A. An example, illustration, statistic, comparison, quote from a
properly cited expert source that supports or illustrates Main
Point 3 (Parenthetical Citation, if this came from a source).
B. Another example, illustration, statistic, comparison, quote
from a properly cited expert source that supports or illustrates
Main Point 3 (Parenthetical Citation, if this came from a
source).
C. If needed, another example, illustration, statistic,
comparison, quotes from an expert, or other supportive material
that supports or illustrates Main Point 3 (Parenthetical Citation,
if this came from a source).
Other Main Points: These are optional, depending on the needs
of your speech. If you use them, they function in the same way
as the preceding points.
Transition: Use a word, phrase, or sentence to notify your
audience that you are now transitioning into your conclusion
(see course readings, ch. 7).

11. Conclusion:
I. Summarize Your Thesis and Main Points
Briefly restate your presentation’s thesis and main points (see
course readings, ch. 8). Your wording should be very similar to
the wording you used when previewing the main points in the
introduction section and when presenting the main points in the
body section.
II. End with a Clincher (see course readings, ch. 8).
Works Cited (if using MLA)or References (if using APA)or
Bibliography (if using Turabian)
Using MLA, APA, or Turabian style, to present an alphabetized,
properly formatted list of any sources that you cited in the
outline. For a helpful online guide to proper formatting in each
of these styles, see the Hacker Handbooks “Research and
Documentation” site via this link (right-click and select “Open
Hyperlink”). For automated source formatting assistance, see
Landmark’s Citation Machine via this link (right-click and
select “Open Hyperlink”).
Page 4 of 4
COMS 101
Informative Speech Instructions
This course requires you to present an informative speech to a
live, visually documented audience of 3 or more adults. Use a
video recording device to create an audible recording of this
presentation for submission. After recording the presentation,
upload it to YouTube as an unlisted video and post the video’s
link to the instructor via the designated Blackboard assignment

12. submission link. See the Posting Speech Videos to Blackboard
via YouTube tutorial (in the Assignment Instructions folder) for
step-by-step instruction about this process. Your speech grade
will be determined by the degree to which you satisfy the
requirements listed below.
1. Choose an appropriate topic.
This assignment requires you to research a job field that you
already work in or that you may wish to enter someday to show
how someone can use it as a platform for promoting something
God values in the world. See the United States Department of
Labor’s “Occupational Outlook Index” for an extensive list of
jobs you may wish to consider profiling for this project.
Speech Goals: Because this is an informative speech—a speech
in which you merely report information from credible sources
without expressing your personal opinion—your goal in this
presentation is simply to use information from appropriately
credited expert sources in 2 ways:
(1) To describe this occupation to your audience; and,
(2) To show through documented examples or expert
quotations how people can use this occupation as a platform for
advancing something that God values according to Scripture.
Among the many occupation-related points you could
communicate to your audience in this informative speech are the
nature of the work, the training or credentials required,
employment-related trends, future outlook there, pay scale, etc.
Other Topic Selection Criteria: Your topic must satisfy not only
the preceding criteria, but also the topic selection criteria set
forth in the course reading materials and the Liberty University
Online Honor Code. In addition, your topic must comply with
the following:
· Choose a Topic You Can Address Ethically: Avoid any topic
that leads you to portray legally or ethically questionable texts
or behaviors in a favorable light. This includes but is not
limited to theses that advance sexually promiscuous activity, the
use of illegal substances, or other behaviors that Liberty

13. University’s statement of values prohibits. Questions about the
appropriateness of topics, sources, etc. should be directed to
your instructor early in the speech-planning process.
· Choose a Topic You Can Address Originally: Your speech
topics MUST be researched,selected, and delivered primarily
for this course and not primarily for, or in conjunction with, a
presentation for a church group, a Sunday School class, a social
group, or any other small group. You may not give a speech that
serves a double purpose.
· Choose a Topic You Can Address as Required by the
Instructions: You must choose a topic that enables you to
construct the speech in a way that satisfies the specific
requirements of the Speeches Grading Rubric, which lists the
criteria that your instructor will use when grading your
presentation.
2. Form a thesis statement and research the topic.
Please note the following:
Process Overview: To do this, you should do the following:
(1) Form a preliminary thesis—a single-sentence statement that
succinctly proposes a a main point about the profiled job field
and its potential as a platform for promoting something that
God values according to Scripture. Because this functions as
your working thesis, you should assume for now that this will
be the main point of the speech.
(2) Research credible sources for thesis-related information
about your topic.
(3) Finalize your thesis, modifying it if necessary to match what
your research disclosed.
(4) Express this finalized thesis as a complete thought in a
single-sentence thesis statement.
(5) Choose the information from your research that most
powerfully delivers the type of information that this thesis
statement requires.
(6) Present this information in a logically sequenced outline of
properly documented main points, sub-points, and perhaps even

14. sub-sub-points, using the Informative Speech Outline Template
document as your formatting guide.
(7) Your outline in its final form will serve as the blueprint that
you mentally must follow while extemporaneously delivering
the speech to your audience.
Source-Related Requirements: For your informative speech, you
are required touse 3 expert sources. You must use and clearly
cite examples, illustrations, statistics, quotations from experts,
etc. from at least 3 expert sources in this project. An expert
source is a person, group of persons, or organization with
documentable expertise in the area it addresses. Information
from such sources typically derives from personal interviews
with credentialed experts or from documentable print and/or
electronic publications.
· The Bible as an Expert Source: While you may of course use
the Bible as a source when related to your topic, it must be in
addition to the 3 required sources.
· Non-Expert Sources: Never use information from anonymous
or questionable sources such as Wikipedia or any printed source
authored by someone whose credentials for addressing the topic
are not clearly established.
· Liberty University Database Source Options: It behooves you
to consult the Liberty University Library’s research portal for
access to many useful, credible databases.
3. Organize your information in the form of a conventional
speech outline.
After you have finished your topic-related research and found
what you believe to be enough credible information to support
your original thesis statement or a modified version of the
thesis, begin the process of organizing it in the form of a speech
outline.
Be sure to satisfy the following guidelines:
Create a Draft Outline and then a Final Outline: The speech
outline process involves 2 submissions. If you post the optional
draft outline, your instructor will provide constructive feedback

15. to it that can help you create a stronger final outline. Submit
each outline via its designated Blackboard submission link
during the module/week when it is due.
· The optional draft outline is due by 11:59 p.m. (ET) on
Monday of Module/Week 3.
· The final outline is due by 11:59 p.m. (ET) on Monday of
Module/Week 4.
· Use the Provided Outline Template to Build Your Outline:
Download the MS-Word formatted Informative Speech Outline
Template document. Retain its format, but be sure to overwrite
its non-boldfaced content with content of your own that is
appropriate for that element in a speech that aims to support
your thesis about your topic.
Use Topical Pattern to Order Your Content: For the informative
speech outline and speech, you must use Topical organizational
pattern for addressing your topic. See your course materials for
more about this pattern.
Include All Essential Outline Sections: These include the
following:
· The introduction must be listed in this order: your attention-
getter, credibility statement, thesis statement, and preview
statement.
· The body must include 2–5 main points, each with supportive
subpoints, and perhaps even sub-subpoints. These will consist
mainly of documented examples, illustrations, statistics,
quotations from experts, etc. that you have derived from the 4
or more expert sources that this project requires.
· The conclusion must include a summary statement, a call to
action, and a concluding element that refocuses the audience’s
attention on the thesis.
· The Works Cited (MLA), Reference page (APA), or
Bibliography (Turabian) must properly credit your sources and
must do so in the format prescribed by the respective format
used.
Document Your Sources Properly: Do so both in the outline
itself and on an end-of-document source citation page.

16. · Use In-Text and End-Page Citations: Whether you directly
quote, summarize, or paraphrase information from another
source, always explicitly acknowledge the source from which
you derived the information.
· Always Offset Direct Quotes with Quotation Marks! Place
directly quoted words inside double-quotation marks to make it
clear that you are not claiming to be the originator of the
quotation’s wording. Failure to use double-quotation marks to
offset directly quoted material constitutes plagiarism.
Plagiarism a serious academic offense that can result in
automatic failure of the assignment or automatic failure of the
course (see the Liberty University Honor Code for more
information about this).
· Avoid Plagiarism! Always explicitly attribute information to
the source from which you derived it. This requires you to use
parenthetical citations or footnotes in the outline itself to show
which information derives from which expert source. This also
requires you to list the same sources on a Works Cited (MLA),
Reference (APA), or Bibliography page (Turabian) in the format
prescribed by the style manual that you choose for this project.
· Use Direct Quotes Sparingly: If you include directly quoted
material from another source in your outline, it must account for
no more than 20-percent of the outline’s content.
Remember to Submit the Informative Speech Outline before its
Deadline!Its deadline is by 11:59 p.m. (ET) on Monday of
Module/Week 4.
4. Practice presenting your outline content as an
extemporaneous speech.
Guidelines for Practicing Your Speech: Please not the following
guidelines for this step in the speech preparation and
presentation process:
· Record Your Practice Speech(es): The graded speech
recording will require you to use a video recording device, so
use one when practicing the speech, to help you prepare.
· Keep the Time Frame and Audience Requirements in Mind:

17. Remember as you practice that you are to deliver a 4–6 minute
speech to a visually-documented live audience of 3 or more
adults.
· Practice Speaking Extemporanously: Practice delivering your
speech extemporaneously (i.e., spontaneously and naturally)
since you will not be permitted to read the speech to your
audience.
· Prepare and Use Notecards: You may use notecards for
occasional reference during the speech presentation, if needed.
Do not use visually distracting alternatives to notecards, like
full sheets of paper or digital devices.
· Practice Your Visual Presentation Skills: Maintain strong
posture, gestures, and eye contact with the audience and you
must avoid any visually or aurally distracting mannerisms while
speaking.
· Practice Your Aural Presentation Skills: You must use an
effective volume, pitch, rate, and vocal delivery during the
presentation.
· Practice with Your Visual Aid: You must properly use a visual
aid during your speech delivery.
5. Record the informative speech presentation.
Speech Recording and Submission Process: Record the version
of your speech presentation that you wish to submit for grading
and post it to Blackboard via YouTube. Please note the
following regarding this:
What You Need for This Step: Before you begin, be sure you
have the following essentials:
· A functioning video camera with audio/video capture
capability
· A well-lit room where you can present the recorded speech to
your audience
· Space that enables you to stand 8-15 feet from the camera
while recording the speech
· A physically present live audience of 3 or more adults
· Notecards (3" x 5" is the ideal size), for occasional reference

18. during the speech
· A makeshift lectern (if desired)
· Your required visual aid, to add meaning or impact to part of
your presentation
What to Remember as You Record Your Speech:
· Have an audience member start the camera for you, when you
are ready.
· Position the camera person 8-15 feet from where you will
speak
· The unpaused recording must begin by showing your audience
members and then must sweep toward you as you then begin to
deliver the speech.
· Remain visible and audible throughout the entire speech
· Your recording must be continuous; do not pause or stop the
camera till you are done.
· Speak extemporaneously! DO NOT READ YOUR SPEECH!
Speeches that appear to be read may be deemed unqualified for
grading.
· Use effective kinesics (posture, gestures, facial expressions,
and eye contact) to add meaning or impact to your presentation.
· Use effective vocalics (volume, pitch, tone, rate, and pauses)
to add meaning or impact to your presentation.
· Use the visual aid, when relevant, to add meaning or impact to
your presentation.
· Avoid any visually or aurally distracting mannerisms while
speaking.
6. Upload the informative speech recording for grading.
(1) Upload the Speech Recording to YouTube as an Unlisted
Video: For step-by-step instructions about this, see the Posting
Speech Videos to Blackboard via YouTube document in the
Course Menu’s “YouTube Tutorials” area.
(2) Confirm that Your Upload Succeeded. Watch the entire
video to confirm that the upload was successful and that its
content is both visible and audible.
(3) Confirm that You Have Given the Video “Unlisted” Status.

19. If you have given it “Private” status instead, your instructor
will be unable to watch and to grade it.
(4) Post the Video’s YouTube URL (http://www . . .) via the
Speech Submission Link. Do so not later than its deadline.
(5) Remember the Deadline! The Informative Speech Link
submission is due by 11:59 p.m. (ET) on Monday of
Module/Week 5.
If you have questions about these guidelines, direct them to
your instructor as soon as possible.
*The views and opinions expressed in the videos are those of
the speakers or authors and do not necessarily reflect the views
and opinions held by Liberty University.
Page 6 of 6