Written in a format intended to aid educators in writing behavioral objectives, this guide first identifies four variables an acceptable objective must have--institutional, behavioral, instructional and evaluative. After defining the variables, the reader is asked to identify them in a selection of objectives and/or to identify the elements that are left out of another set of objectives. It suggests that "evaluation" is extremely important and, when used, must be accompanied by criteria or a criterion reference. Three areas are used in the EPIC-style objectives: (1) cognitive behavior relating to knowledge, comprehension, application, analysis, synthesis, and evaluation; (2) affective behavior relating to feeling, emotion, response, value, organization, and characterization of behaviors; and (3) psychomotor behavior relating to imitation, manipulation, precision, articulation, and naturalization of behaviors. Behaviors should be written using "action" verbs so one can more clearly describe what behavior is being considered. Creativity is also suggested as an area in which "indicator" behaviors can be observed and can help the reader develop criteria for what is actual creativity. (HS)