I chose this artifact to put into my portfolio because this paper is not a basic library research paper, this is a true problem on campus where our group worked together to overcome the lack of recycling facilities in college dormitories.  Our small group of six sat down and discussed certain problems which we though we could write about for our group research paper.  We finally settled in on recycling because pollution is a big problem in the world today, and with the aid of “pitching in,” our campus could do our part to help the world.  In small group communication, a small group including six students wanted to change a problem on the Monmouth College campus.  The problem our group chose was the lack of recycling facilities in the dormitories throughout the campus.  This paper was written by five students and I was the editor.  However, each student’s task was to interview head residents and resident assistants of the dormitories to better understand our knowledge of the lack of recycling facilities in the buildings.  The paper's thesis claim was, "By using Randy Hirokawa’s Communication Model, the group defined, analyzed, and developed possible solutions to the recycling problem in Monmouth College residence halls." 

Our group used the functional group decision-making process of Randy Hirokawa to conclude our research and write the paper.  Although I only wrote the introduction and the conclusion of our research paper, I decided to add this in my portfolio because this artifact shows how hard each individual worked on their section of the paper as well as my editing abilities.  I feel this article should be included in my portfolio because I am a strong editor and this artifact proves that.  Our group worked long hard hours outside of the normal class hours to better our understanding of the lack of recycling facilities as well as working with each to fix the issue.  However, our group could have worked harder to no procrastinate and the artifact may show signs of rushed work.  Overall, our group’s cohesiveness was the strongest part of the research project, we worked and helped each other outside of class as well as scheduled weekly meetings to sum up a week’s process and talk about the group’s next step in resolving this issue.        

Artifact: Final-Track-Paper.pdf (PHED 319: Coaching of Track).

For this assignment, I chose to write a paper in which I explain how to enhance individual performance during the 100 Meter Sprint.  The assignment was during my three hundred level physical education class of coaching track.  This paper was a library research paper in which I used several sources during my research.  I also conducted surveys on the Monmouth College campus to gain personal information as to sprinting workouts and exercises.  I chose this artifact to put into my portfolio because it shows that I am capable to form library research, gather information, and put it into my own insight.  The paper's thesis claim was, "Enhancing one’s 100 meter sprint begins with preparation and a positive mental attitude during the pre-season, in-season, and post-season.  Obviously, the race itself is an essential part of bettering one’s 100 meter sprint, but the key is the work that is put into perfecting the race, from starting blocks, sprint form, to the finish of the race. With presence of practicing these elements, one’s 100 meter sprint should be fulfilling and successful to the runner."

This artifact was a way for me to express my knowledge in a field which is not my concentration.  Overall, I feel this paper was a strong piece of work in which I express research and knowledge in the field of reflective student work.  I feel that this paper is strong in a sense that I am able to conduct surveys and take other people's words and put them into context.  Although, not perfect there are a few minor weaknesses such as grammatical errors and lack of transitions between each paragraph.

Artifact:

This artifact reflects the theory and research I have conducted during my evaluation of President Roosevelt’s Infamy Speech through the process of a communication theory; neoclassical rhetorical criticism method. In my advanced public speaking course, I provide specific examples of research in this paper as I explore the Infamy Speech using different methods and materials of the rhetorical criticism process. I have the ability to evaluate his speech rather than explaining the process and evaluation of the speech. I site specific examples using communication theories and examples from historical events leading into the rhetorical method. This paper is a great example of how an individual can interpret communication events in history because of how President Roosevelt handled the attacks of Pearl Harbor. Roosevelt spoke to his audience through many different forms of communication as his voice changed dramatically through the end of his speech. This paper is one of my most memorable pieces of work I have conducted while attending Monmouth College because I tie in history with my present day communication theories and practices I have learned over the last four years at college.

COMM 235 Full-Sentence-Outline.pdf

COMM 235            Final-PwPt.pdf

PHED 319 Final-Track-Paper.pdf

COMM 233 Informative-Speech-Pwpt.pdf

COMM 233 Informative-Speech-Outline.pdf