To compare structural analysis with experiential reflective analysis as teaching techniques for literature, a study was made of the written responses of three groups of typical 10th-graders after reading four modern novels--Paul Annixter's "Swiftwater," Ray Bradbury's "Fahrenheit 451," Bel Kaufman's "Up the Down Staircase," and John Knowles'"Separate Peace." One group was instructed in each of the experimental techniques while a control group received no instruction. Members of all groups wrote a free response composition after reading each novel and a second one a week later (after class analysis for the experimental students). Then, 13,455 individual response units were isolated, coded into seven categories, and analyzed using a two factor analysis of variance design. The readers' responses were found to vary according to the kind of novel read and the kind of approach used in teaching. The experimental classes had more divergent, sophisticated responses and fewer reading difficulties than did the control group with its unguided reading activity. The experiential reflective class had the least number of reading difficulties and demonstrated superiority in making literary judgments while the structural analysis class demonstrated superiority in expository prose evaluation. (Author/MF)