STUDENTS' APPRECIATION OF LITERATURE SHOULD BE THE ENGLISH TEACHER'S PRIMARY GOAL IN PRESENTING A NOVEL IN THE CLASSROOM, AND REALIZATION OF THAT GOAL DEPENDS UPON APPROPRIATE ADAPTATION OF TEACHING TECHNIQUES TO THE STRUCTURE AND THEME OF A LITERARY WORK. GEORGE LEVINE, IN "ON TEACHING LITERATURE" (SEE TE 000 393.), SUGGESTS THAT THE TEACHER MAY BE GUIDED BY SEVERAL CONSIDERATIONS--(1) STUDENTS' TENDENCY TO VISUALIZE CHARACTERS AS REAL PEOPLE, (2) THE DISTINCTION BETWEEN REALISTIC AND ROMANTIC NOVELS, AND (3) THE RECOGNITION OF OTHER KINDS OF "NOVELS" WHICH MAY BE SUBSUMED UNDER "ROMANCE" OR "REALISM." MOREOVER, MR. LEVINE POINTS OUT THAT AN INDUCTIVE APPROACH THROUGH WHICH STUDENTS CONSIDER THE BASIC ELEMENTS OF THE NOVEL TENDS TO SUSTAIN STUDENT INTEREST BY GENERATING THE SATISFACTION OF PERSONAL DISCOVERY, AND QUESTIONS REGARDING THEME ARE APPROACHED MOST APPROPRIATELY IN RELATION TO FORM. NOT ALL NOVELS REPRESENTATIVE OF LITERARY EXCELLENCE ARE SUITABLE FOR ALL STUDENTS. THEREFORE, THE TEACHER MUST EXERCISE INFORMED PROFESSIONAL JUDGMENT BOTH IN SELECTING AND IN ADAPTING READING MATERIALS FOR CLASSES AND INDIVIDUALS. UTILIZING NOVELS WITH A BASEBALL THEME CAN BE ONE MEANS OF INTERESTING BOYS IN FULL-LENGTH WORKS. RECENT SURVEYS OF TEACHER ATTITUDES AND RESEARCH BY TEACHERS INDICATE MARKED AGREEMENT THAT SLOW LEARNERS NEED NOT READ ONLY HIGH-INTEREST, LOW-VOCABULARY MATERIALS, BUT CAN READ AND DISCUSS MOST NOVELS RECOMMENDED FOR JUNIOR HIGH SCHOOLS. (RD)