One high school course in the novel that has proved to be very successful for gifted students requires four novels and--rather than quizzes and oral discussion--analytical papers and responsive journal writing. While the students pace their reading, the teacher can judge by the journal entries whether the students are on schedule. To enhance comprehension, lectures or films are presented as background for the novel being read, and vocabulary study focuses on unfamiliar words in the text. This interdisciplinary approach allows gifted students to decide how they will schedule their reading and writing and to get past the simple cognitive aspects of learning in order to concentrate almost totally on the higher levels of thinking--analysis, synthesis, and application--recommended for gifted students. The papers let them reach as far as they are able, and no teachers are imposing their thoughts on the students. Many students pursue independently some of the tangents created by the background information. This format seems to motivate average students also. They learn not to fear "big novels," since the course eliminates some of the "drag" on reading. It emphasizes reading for idea and enjoyment and promotes self-discipline. (HTH)