Oral Interpretation - Speech 2341

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ORAL INTERPRETATION SPEECH 2341

M'Liss Hindman
Instructor, Speech
Office: 510-2206
Home: 561-4338
e-Mail: mhin@tjc.edu
Office: B at Wise CA, Speech & Theatre Arts
Office hours: Many are available. The instructor will give out a sheet in class of specific hours for each semester.

Course Syllabi

Speech 1315 (PDF)
Public Speaking

Speech 1315 via Internet
(PDF) Public Speaking

Speech 1318
Interpersonal Communication

SPCH 1321
Business And Professional Speaking

SPCH 1321 Syllabus
via Internet (PDF)
Business and Professional Communication

SPCH 2301 Syllabus (PDF)
Human Communication and Technology

SPCH 2333 (PDF)
Discussion and Small Group Communication

Speech 2341
Oral Interpretation

SPCH 1411 (PDF)
Forensic Activity

WebCT Login

*Note: you must have the Free Adobe Acrobat Reader® Software that lets you view and print Adobe Portable Document Format (PDF) files.

SYLLABUS

INSTRUCTOR:
OFFICE:
PHONE:
EMAIL:
OFFICE HOURS:

REQUIRED TEXTBOOK: ROLES IN INTERPRETATION, by Judy E.Yordon.

COURSE OBJECTIVES: At the completion of this course the students should be able to do all of the following:

1. Identify the three different genres of literature
2. List and discuss the elements of "good" literature
3. Demonstrate effective presentation skills of literature, including character development, focus, vocal variety, posture, gestures, and others
4. Discuss the basic elements of literature analysis
5. Demonstrate how to be an appreciative audience member during performances

GRADING SYSTEM: You will be graded on INDIVIDUAL IMPROVEMENT during the semester on your oral performances. The grades will probably be distributed as follows:

4 Exams worth 100 points each	400
Assign. #1 Self Introduction (as Character)	25
Assign. #2 Vivid Reading Experience	100
Assign. #3 Written Narrative	100
Assign. #4 Narrative Performance	100
Assign. #5 UIL Super Conference Report	50
Assign. #6 Reader's Choice (Masten)	50
Assign. #7 Analysis of Prose	50
Assign. #8 Prose	100
Assign. #9 Dramatic	100
Assign. #10 Analysis of Poetry	50
Assign. #11 Poetry	100
Assign. #12 Children/Other	100
Class Participation - by Instructor	100
Assign. #13 Class Participation – by Peers	50
Assign. #14 Class Evaluation	25
Assign. #15: FINAL: POI, Duo, other	100
1,600 Points

FINAL GRADE AVERAGE: Your average grade will be computed for your course grade. (All points added and divided by sixteen.) Absence points will be deducted if necessary before determination of the final grade.

ACADEMIC INTEGRITY AND PLAGIARISM (TJC Policy adopted May 2005):

Tyler Junior College encourages its students to develop abilities to explore and present ideas with integrity through the writing/learning processes and to understand that a reliance on honest academic learning and research procedures is the surest way to success in both college and life.

Tyler Junior College supports the concept of intellectual property: ideas belong to the people who come up with them. Plagiarism and collusion involve offering the ideas and/or words of others as your own and without proper acknowledgement and, as such, violate academic integrity. Within this context, therefore, plagiarism, for example, is theft and is thus a legally punishable offense. Academic dishonesty of any kind will not be tolerated at Tyler Junior College. It is within this context that the following expected academic integrity and plagiarism/collusion policies are established:

The College plagiarism policy is set forth in the “Student Code of Conduct” section and under the grade related academic grievance process in the Tyler Junior College Student Handbook.
Each instructor at Tyler Junior College has the authority to set guidelines for his/her class in regard to academic integrity – including plagiarism and collusion. These guidelines should be included in the syllabus. (SEE BELOW)
Students are responsible for familiarizing themselves with the policies of their individual instructors, and for asking questions of their instructors about any specific point of policy in order to clarify academic integrity concerns. Students are also encouraged to use TJC’s Writing Lab as a learning resource for researching, writing, and authenticating documentation procedures.
The enforcement of plagiarism policies may vary per instructor. Consequences may include the following: grade on work reduced, work graded as a zero, student required to resubmit new work correcting the plagiarism, and course grade reduced to F.* This list is not exhaustive. In addition, all Tyler Junior College instructors can and may use all available resources available to them to deter and/or detect academic dishonesty. Tyler Junior College has software available to faculty for detection of plagiarism. The software, Turnitin@, compares papers against a database of scholarly workfrom various institutions.

*In the event of a dispute, the burden of proof regarding academic integrity lies with the student.

METHODS OF EVALUATION: Instructor will grade individual student’s participation in all assignments based on how well the student followed the instructions and guidelines.

In general, the basic grades represent these kinds of performance:

A +/- = Superior – excellent, exceptional, outstanding

B+/- = Good – competent, respectable, solid

C+/- = Acceptable – adequate, average, satisfactory

D+/- = Minimal – barely sufficient, many problems

F = Failing – inadequate, pervasive problems

Good writing, thinking, participation, and organization contribute positively to your final grade. Absences from class, lack of participation, unfamiliarity with the readings, and late or missing assignments contribute negatively to your final grade. Borderline grades are determined by attendance, participation, insights, spontaneous knowledge of the readings, contributions, and general cooperative disposition. Should you disagree with any grade, please feel free to discuss it with me. Bring a written justification of your position, why you think the grade should be changed, and to what grade you think it should be changed. Explain why your performance merits the above general description. I will review your request and provide you with a written response within 48 hours.

INFORMATION ABOUT ASSIGNMENTS

REMINDER: You will be assigned specific speaking days. If you have a conflict on one of your assignments tell your instructor as soon as possible. There will be one make-up day during the semester.

EXAMS: (Worth 400 points - 100 each.) There will be four objective exams given during the semester. Each exam will cover lecture material, text readings and handouts. A thorough review will be given prior to each of the exams. Parts of some of the exams may be given as a group exercise - the instructor will explain how this system works.

ORAL PERFORMANCES: All assignments may be performed with a script inside an attractive dark folder. A student may choose to perform one or more of the assignments by memory, if she/he desires.

ASSIGNMENT #1: SELF INTRODUCTION AS A CHARACTER: (1-3 min., no introduction required) WORTH 50 POINTS. Each student will be asked to tell a few things about him/herself – like a regular ‘introduction’ (such as hometown, family, major, future plans). However, the student should perform the introduction as their favorite ‘character’ from a television or movie. The purpose of this assignment is not only get to know one another better, but also to have fun ‘breaking the ice!’

ASSIGNMENT #2: MOST VIVID READING EXPERIENCE: (1-2 min., no introduction required.) WORTH 25 POINTS.

Students will be asked to share their most vivid reading experience with the class in a discussion. The experience can be from childhood through adulthood – positive or negative.

ASSIGNMENT #3 – PERSONAL NARRATIVE (Written): (1/2 to 1 ½ pages) WORTH 100 POINTS.

Students will be required to write a brief story of something emotional that has happened in their life. The story can be happy or sad or anything in between. The main character in the story does not have to be the student, but the student does have to be a character in the story. The story must be submitted through WebCT.

ASSIGNMENT #4 – NARRATIVE PERFORMANCE: WORTH 100 POINTS.

Students will be assigned one of their classmates’ written personal narratives (with perhaps one ‘surprise’ one added into the mix. Students will have a few days to ‘prepare’ to read the personal narrative to the class in an interesting manner.

ASSIGNMENT #5 – REPORT ON UIL SUPER CONFERENCE (written): 1 to 1 ½ pages submitted through WebCT. WORTH 1OO POINTS.

Tyler Junior College is hosting the UIL Super Conference on Saturday, September 23, 2006. We will need students to assist with this. There will be several sessions devoted to oral interpretation. Students should attend at least one of the sessions and write a brief report about what they learned from the experience. (NOTE: If you have a legitimate excuse for being unable to attend the Sept. 23rd conference…then the instructor will substitute a report on one of the play performances during the semester.)

ASSIGNMENT #6 – READERS’ CHOICE: (No introduction required, no script required. 45 seconds to 2 minutes.) WORTH 50 POINTS.

The class will be given at least five Ric Masten poems from which to choose, or they may choose any of the excerpts of literature in the textbook or any material of his/her choice. This is a beginning exercise to demonstrate your performance level. No folder is required for this performance.

ASSIGNMENT #7 – ANALYSIS OF PROSE: (2-4 pages following the required worksheet. This assignment is to be submitted on WebCT.) WORTH 50 POINTS.

If you score 45-50 points on the first analysis, you may opt to skip the second analysis assignment (#10) and the instructor will double your first score. The analysis is about your chosen Prose piece and the answers to the worksheet should be submitted on WebCT.

ASSIGNMENT #8 - PROSE: (3-10 min., introduction required) WORTH 100 POINTS.

You will choose a piece of prose literature which appeals to you. You must cut it to time and prepare a suitable introduction which you may read or memorize for performance.

ASSIGNMENT #9 - DRAMATIC: (5-10 min., introduction required.) WORTH 100 POINTS.

You will choose a cutting from a script (play, screen or radio) to perform. The script should develop at least two characters and have a suitable introduction which will be memorized for performance.

ASSIGNMENT #10 - ANALYSIS OF POETRY: (2-4 pages following the required worksheet. This assignment is to be submitted on WebCT.) WORTH 50 POINTS.

If you scoreed 45-50 points on the first analysis (#7), you may opt to skip this second analysis assignment (#10) and the instructor will double your first score. The analysis is about your chosen Poetry piece and the answers to the worksheet should be submitted on WebCT.

ASSIGNMENT #11 – POETRY: (4-10 min., introduction required.) WORTH 100 POINTS.

You will choose one or more poems to read. If choosing multiple poems, they must be linked by theme or by author with suitable transitions. A memorized introduction (and transitions, if necessary) is(are) also required.

ASSIGNMENT #12 - CHOICE OF A OR B: (3-5 min., introduction required) WORTH 100 POINTS.

(A) CHILDREN'S LITERATURE. You may choose any of the types of

children's literature (either poetry, prose or drama.) Your introduction should prepare your audience for what age group your piece is intended and your delivery should also be appropriate for that age group.

(B) OTHER LITERARY FORMS: You may choose from any of the following: collection of letters, diaries, essays, biography, autobiography or even a history. The piece should have a suitable memorized introduction that prepares the audience for this special selection and transitions, if necessary.

ASSIGNMENT #13 – CLASS PARTICIPATION (By Peers) WORTH 50 POINTS.

Students will be requested to fill out a brief evaluation form on each of their group members. The averages of the evaluations will be computed for this half of a grade. This will be completed on WebCT. You will be given subjective ratings from your peer groups based on:

your participation in class
your conduct as an audience member during performances
your participation in class discussions
your oral critiques of peers - both inside & outside of class
your preparation and participation in group exam questions.

ASSIGNMENT #14 – CLASS EVALUATION. WORTH 25 POINTS.

Students will be requested to fill out an evaluation of the class on WebCT. The instructor will not view the evaluations until after final grades are determined. Students will be given an automatic 25 points for taking the time to do this evaluation.

ASSIGNMENT #15 – FINAL PERFORMANCE: CHOICE OF A, B OR C - (5-10 minutes, introduction and appropriate transitions are required) WORTH 100 POINTS.

A. PROGRAM ORAL INTERPRETATION. This option will consist of a unified presentation made up of at least two selections of different genre (i.e. prose, poetry, dramatic literature.) You may use the works of one or more authors. The selections should develop a theme. The program will require an extemporized or memorized introduction and transitions.

B. DUO INTERPRETATION. This option allows you to have a partner (from this class or outside of this class.) You should prepare a cutting from a dramatic genre that is fairly balanced between the two characters. The selection will require an extemporized or memorized introduction that involves both performers.

C. INTERPRETERS’ THEATRE. This option will consist of a unified presentation performed by a group of three or more readers. The ‘theatre’ may use the works of one or more authors. If more than one selection is used, the ‘theatre’ should develop a clear theme.

CLASS PARTICIPATION (WORTH 100 POINTS)

From time to time during the semester, your instructor will ask you to complete various class exercises and forms. You will be awarded up to 100 points for how well you participate in these class activities. Punctuality and thoroughness of completion as well as your attitude and productive class participation will be the main criteria for this subjective grade.

How well you interact with your classmates during the class exercises and assignments and how well you ask and answer questions during class discussions will be the main determinant of your Class Participation grade. Once again, your attitude and overall productiveness will be the main criteria for this subjective grade.