I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
x
more than one
V: Literary & Artistic Studies
X: Indigenous & Global
general
VI: Historical & Cultural Studies
XI: Natural Sciences
education
w/ lab  w/out lab 
group
*Courses
proposed
for
this
designation
must
be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program COT/Applied Arts and Sciences
Course #
COM U 217A
Course Title
Prerequisite
Oral Interpretation of Literature
No Prerequisite
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
Instructor
Kimberly Reiser
Phone / Email 243-7839
Program Chair Cathy Corr
Dean
Barry Good
III. Type of request
New
One-time Only
Renew
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Students in this course will study and analyze literature as it is prepared for performance. In
addition, students will learn performance techniques to help them share literature with an
audience. Prose, drama, poetry, and children’s literature will be performed. The study of Oral
Interpretation is beneficial to students’ future lives in that it enables students to broaden their
experiences and imagination through the study of literature. However, it goes one step farther
by allowing the student to expand knowledge of self through performing the literature.
Performing literature helps students gain confidence and awareness of themselves as speakers.
In addition, through viewing and discussing peers’ performances, students improve their critical
skills.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Courses guide students, whether in individual
As noted in the course description above,
or group settings, to acquire foundational skills students will select and prepare literature for
to engage in the creative process and/or in
performance. In addition, students will learn
interpretive performances. Through direct
performance techniques to help them
experience (for example, attendance and
perform the literature. For example, students
involvement with live performance, exhibitions, will analyze literature selections for point of
workshops, and readings), they will engage in
view, voice, and audience and then practice
critical assessment of their own work and the
using voice, body, and focal points to
work of others.
express point of view. In addition, students
will engage in self-evaluation of their own
performances as well as their peers’
performances.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Express themselves in the making of an original Students will choose literature in the genre
work or creative performances;
assigned, cut it down to the required length,
and add an introduction which expresses
what they perceive to be the social
significance of the literature. Oral
Interpretation of Literature is creative in that
analyzing a piece of literature for point of
view, voice, and audience merges the unique
qualities of the speaker with the literature.
In addition, a speaker’s interpretation of
how to use voice, body, and focal points to
express point of view merges the unique
qualities of the speaker with the literature.
No two performances are alike.
Understand the genres and/or forms that have
shaped the medium; and
Critique the quality of their own work and that
of others.
Students will perform oral interpretations in
different genres. They will be required to
complete an oral interpretation of children’s
literature, oral interpretation of prose, oral
interpretation of poetry, and oral
interpretation of drama. The instruction and
textbook (Roles in Interpretation by
Yordon) that guides students in this process
will help them understand how their role
differs based on the genre and form of the
literature.
As noted above, students will complete self
evaluations and peer evaluations as part of
their overall grade in the course. Evaluation
sheets will be included in course packets
and discussed in class following
presentations.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
THE UNIVERSITY OF MONTANA-MISSOULA
COLLEGE OF TECHNOLOGY
APPLIED ARTS AND SCIENCES DEPARTMENT
SPRING 2011, COURSE SYLLABUS
COURSE NUMBER AND TITLE: Com 217A, Oral Interpretation of Literature
SEMESTER CREDITS: 3
PREREQUISITES: None
INSTRUCTOR NAME: Kimberly Reiser, M.A.
E-MAIL ADDRESS: kim.reiser@umontana.edu
I am most easily reached by e-mail. However, it is also possible for you to leave
messages for me at 243-7839.
OFFICE LOCATION: HB 02, or the fishbowl, on the East College of Technology
Campus in the Health and Business Building
OFFICE HOURS: Tuesday and Thursday 10:30-11:30, or By Appointment
Course Description:
Students in this course will study and analyze literature as it is prepared for
performance. In addition, students will learn performance techniques to help them
share literature with an audience. Prose, drama, poetry, and children’s literature will
be performed.
Objectives:
 Understand the difference between oral interpretation and oral reading.
 Select and organize prose, drama, and poetry for performance.
 Analyze literature selections for point of view, voice, and audience.
 Practice using voice, body, and focal points to express point of view.
 Analyze student performances from an audience member perspective.
 Explore the benefits and application of oral interpretation of literature.
Textbook:
Gura, T., and Lee, C. L. (2010). Oral Interpretation (12th ed.). Allyn and Bacon.
A Blackboard course supplement will also contain important course packet material
(e.g. assignments and instructions and rubrics for each required performance).
A 3-Ring Binder is also required for performances.
Grading:
Oral Interpretation of Prose and Analysis – 150 points
Oral Interpretation of Drama and Analysis – 150 points
Oral Interpretation of Poetry and Analysis – 150 points
Assignments – 100-150 points
Peer Critiques – 75 points
GRADING SCALE 90-100% (A) 80-89% (B) 70-79% (C) 60-69% (D) <60% (F)
Disability Student Services:
Eligible students with disabilities will receive appropriate accommodations in this
course when requested in a timely way. Please speak with me after class or in my
office. Please be prepared to provide a letter from your DSS Coordinator.
Attendance:
Plan to attend class every day. It is my belief that what you gain from a course is
dependent on what you put into it. If you miss a class you will miss a learning
opportunity. Students with fewer than two absences during the semester will see
their final grade increased by 5%. Students with more than three absences may
lose their privilege for a makeup should an emergency arise (see course
policies).
Furthermore, speakers perform better when they have an attentive and responsive
audience. Remember, peer critiques are included in your overall class grade. On
performance days, you will provide other students with constructive criticism about
their presentations, both orally and in writing. The speakers are not the only ones who
benefit from this arrangement. By critiquing performances, you will increase your
understanding of what makes an effective oral interpretation. You will learn from the
strengths and weaknesses of others. You will improve your listening skills and
develop your critical thinking abilities; and every time you give an oral critique you will
be improving your own public speaking skills.
*Students who sleep, leave early/come late, or work on other assignments
during class will not be counted as present.
COURSE POLICIES
Student Conduct – Please conduct yourself in a way that promotes learning for all
students in the classroom (i.e. do not use language that might offend others, use
laptops for note taking only, avoid disclosing too much personal information, turn off
cell phones, absolutely no text messaging, and avoid monopolizing class discussion).
Academic Misconduct - All Students must practice academic honesty. Academic
misconduct is subject to an academic penalty by the course instructor and/or
disciplinary sanction by the University. All students need to be familiar with the
Student Conduct Code. The Code is available for review online at
http://www.umt.edu/SA/VPSA/index.cfm/page/1321.
Late Speeches - You will be assigned specific days to present each of your
performances. These times are reserved for you, and your oral interpretations and
analyses are due on those days. If you know ahead of time that you will not be able to
give your speech on a particular day, inform your instructor and change your assigned
date immediately. Consider your assignments for other classes too, and reschedule
your speech day if you happen to have an exam or a paper due on the same day.
We have very limited time in this class and only a certain number of days are
set aside for speeches. Think of your speaking date the same way you think of a
scheduled exam - if you miss it, you may not be allowed to make it up. We
understand that students sometimes encounter events that make it impossible to
complete class assignments. If the following conditions are met, you will be given an
opportunity to make up your speech:
1.
You must be in good standing in the class. This means fewer than four
absences, no late assignments and passing grades on all completed
assignments.
2.
You must notify your instructor prior to missing the speech that you will be
unable to present, and provide an explanation for your absence. Personal
illness, family emergencies and unexpected events are acceptable reasons for
rescheduling a speech. The instructor may ask for documentation of verification
of your excuse.
3.
You must hand in your oral interpretation analysis by the following class
period.
4.
Within a week of missing your speech you must schedule the makeup time.
5.
You will be asked to present your speech in front of an audience. If an
audience is not available, you may be given an incomplete and asked to
present your speech the following semester.
*The classroom setting is much like a professional setting. Employers and coworkers
who schedule time in a workday to attend a presentation tend to be forgiving when
there is a cancellation IF:
The presenter canceling has proven to be dependable prior to the cancellation,
notifies attendees prior to the presentation, and has a reasonable excuse for
canceling. However, if the previous conditions are not met, the presenter will not only
damage his or her reputation, but could lose the job.
*If you don’t meet the criteria for a makeup, come each day ready to give your
speech; if an opening occurs (which means fewer than three scheduled
speakers showed up to present their speeches) you may be allowed to give your
speech for half credit.
Makeups are not allowed on analyses. There will be 10 points deducted for each
day an analysis is late.
*Use my mailbox at your own risk. It is not my responsibility to make sure
assignments placed in my box get to me.
Drop policy - “Beginning the thirty-first day of the semester through the last day of
instruction before scheduled final exams, documented justification is required for
dropping courses by petition. Some examples of documented circumstances that
may merit approval are: registration errors, accident or illness, family emergency,
change in work schedule, no assessment of performance in class until after the
deadline, or other circumstances beyond the student’s control” (UM Catalogue).
Failing is not an acceptable reason to drop the course.
*COURSE POLICIES ARE APPLIED AT THE DISCRETION OF THE INSTRUCTOR.
COURSE CALENDAR
Readings are to be completed for the day they are listed. Assignments will be
announced in class and posted on Blackboard as we proceed through the course. It is
your responsibility to check Blackboard should you be unable to attend class.
January
25
27
February
1
3
8
10
15
17
22 & 24
March
1-8
10
Introductions
Chapter 1
Chapter 2
Chapter 2 Continued
Chapter 3
Chapter 4
Chapter 4 Continued
Chapter 5
NO CLASS, WESTERN STATES COMMUNICATION ASSOCIATION
CONFERENCE, Read Chapter 6
Prose Performances
Chapter 7
15
17
22
24
29 & 31
April
4-8
12
14
19
21
26
28-May 5
Workshop (You and I Will Be Bringing Drama Texts to Class)
Chapter 8
Chapter 8 Continued
Small Group Workshops
Drama Performances Begin
NO CLASS, SPRING BREAK
Drama Performances Continue
Chapter 9
Chapter 9 Continued
Chapter 10
Chapter 10 Continued
Poetry Performances
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.