EFFECTIVE INSTRUCTION AND EVALUATION IN LITERATURE STUDY DEPEND UPON PRECISE DEFINITION OF BEHAVIORAL OBJECTIVES. BECAUSE OF EASE IN TEACHING AND EVALUATION, CURRICULUM AND TESTING IN LITERATURE ARE DOMINATED BY COGNITIVE SKILLS OF CONTENT RECALL AND RECOGNITION, CLASSIFICATION, ANALYSIS, AND INTERPRETATION. TEACHERS TEND TO CONCENTRATE ON LITERARY FACT RATHER THAN ON READER RESPONSE OR "ENGAGEMENT" OF STUDENT AND LITERARY WORK. THE IMPORTANT GOALS, WHICH SHOULD BE THE STARTING POINT, ARE IN THE AREA OF EVALUATION AND LEAD ULTIMATELY TO DEVELOPMENT OF GENERALIZED ATTITUDES, TASTE AND JUDGMENT. IF THE STUDENT BEGINS WITH A STUDY OF HIS OWN RESPONSE TO LITERATURE, ATTAINMENT OF THE COGNITIVE OBJECTIVES WILL NECESSARILY FOLLOW. (AL)