Effective oral interpretation, like effective communication, is self-revealing. Teachers and students of oral interpretation can improve analysis and performance of the literature by remaining aware of, first, their own involvement in the presentation and, second, the effect of this personal involvement on the audience. In the performance of oral interpretation, the author must first interpret and record his or her experience, then the oral interpreter must interpret and present the author's meaning, and finally the audience must interpret and respond to both the reader's performance and the author's original experience as expressed in the literature. Just as the giving of a name to a thing or idea reveals the namer, so does the effective interpretive performance of the reader reveal that individual. An effective interpreter, like an effective actor, often must look inward to seek common experience, or note its absence, in analyzing a selection. At any moment, but especially in a personal moment, interpreters must first deal with emotions in terms of their own experiences; then they must be willing to show their conclusions to others. In an oral interpretation performance, however, students may be unaware of the self-disclosure in their readings, and of this self-disclosure as a source of at least part of their discomfort. Nevertheless, the reality of self-disclosure must be faced for an interpretation to be successful. And, for a fully developed experience of oral interpretation, audiences must also become interpreters, thus engaging in the same imaginative involvement as the readers. (HOD)