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Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 UMI E-PALS: EXAMINING A CROSS-CULTURAL WRITING/LITERATURE PROJECT DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Lauren G. McCIanahan, B.A., M.A. ***** The Ohio State University 2001 Dissertation Committee: Approved by Maia Pank Mertz (Co-Advisor) Co-Advisor Anna O. Soter (Co-Advisor) College of Education Suzanne K. Damarin / Co-Advisor College of Education UMI Number: 3011116 Copyright 2001 by McCIanahan, Lauren G. All rights reserved. UMI UMI Microform 3011116 Copyright 2001 by Bell & Howell Information and beaming Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and beaming Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Copyright by Lauren G. McCIanahan 2001 ABSTRACT The growing interest in computer use at home and in the workplace has led to the incorporation of computer skills into the school curricula. While the benefits of including computers in the curricula, especially in the English classroom, are highly touted by many, few rigorous studies have been conducted to determine holistically the nature of networked English classrooms. In this study, all elements o f a cross-cultural e-mail project involving the study o f literature were examined to determine to what degree which elements affected student writing. Elements examined in this e-mail project included the opportunity to write for an authentic, non-native English speaking audience for authentic purposes, the opportunity for personal, collaborative response to the literature, the opportunity for peer-editing to occur in both large and small groups, and the opportunity to communicate via e-mail. Each element was examined to determine the extent to which it affected the outcome of student writing. The data for this study included surveys, e-mail documents, interviews, observations and group peer-response sessions. Two high school literature classes, one in the United States and one in Moscow, Russia, read short stories by O'Henry and Anton Chekhov. The literature was read according to theme, allowing for four exchanges of letters between students. All literature was read in English, as the Russian students were attempting to practice their English skills. Each student was paired with a foreign peer, and throughout the course o f a semester, the pairs engaged in e-mail conversations about the literature, while also incorporating their own personal experience. Attention was paid not only to the content of the e-mail exchanges, but also the form. By using the local school system’s rubric for holistic scoring, analysis of each of the e-mail exchanges was done to determine to what extent six focus group students accommodated their writing to suit their Russian peers as compared to comparative letters written to in-class, English- speaking peers. At the end of the e-mail project, all students involved demonstrated an overall improvement in their writing based upon analysis using their school system’s holistic scoring rubric. Careful document analysis concluded that the letters written by the six focus group students to their Russian peers paid stricter adherence to formal characteristics of language than comparative letters written to their in-class peers. Having a distant, authentic audience and the opportunity for such efficient exchanges via e-mail were cited by students as the key motivational factors for improving their writing. Students also appreciated the opportunity to have their letters peer-edited before they were sent to their Russian peer. Finally, students indicated that having the literature as a catalyst for discussion helped to guide their writing, providing them with a concrete topic from which to explore their responses. As a result of this project, the local students indicated that their Russian partners no longer appeared distant. The results of this study indicate that using e-mail to collaborate with a distant audience can play an important part in increasing the motivation and skill levels of students in response-based writing and literature classrooms. However, it is important to note that factors such as peer-editing and collaboration during the writing/reading process can also be key factors in increasing the skill level of student writers. Ill In memory of my father, John E. Gurosko IV ACKNOWLEDGMENTS While I was certainly alone for the majority of the writing of this dissertation, I was never lonely. I was fortunate, as I have been throughout m y entire life, to be surrounded by positive and supportive people throughout the course of this tremendous undertaking. I first wish to thank my advisors at Ohio State. I began my graduate studies under the advisement o f Dr. Maia Pank Mertz, and throughout those studies, she has stimulated my intellect to the degree that I always wanted to keep pushing forward. Dr. Mertz, my “Mom-Away-From-Mom” has, for the past ten years, challenged me in her courses and consistently told me that I was a “smart, capable woman.” Perhaps that mantra has finally sunk in. Dr. Anna O. Soter is not only one o f the most intelligent women I have ever known, but is also one o f the most caring and sensitive about me as a whole person. Her scholarship led me down intriguing intellectual paths, and her poetry led me down intriguing spiritual paths. Finally, Suzanne K. Damarin introduced me to two things: my love of integrating technology into the classroom, and feminist science fiction. Who knew? I am also indebted to “The Wearers o f the Crown,” my firiends since our first quarter in graduate school: Paige Furgerson, Todd Kenreich, Mark Letcher, Denise Morgan and Krista Stonerock. From pumpkin festivals to camping expeditions, parties on my patio to P&L 800, your fidendship has helped me more than you could know. Together, we really can make a “P.” My mother, Sandy “Stress” Gurosko and my husband, Chris, are the two constants in my life. Mother, thank you for putting up with me as an “inquisitive” child; Chris, thank you for putting up with me as an “inquisitive” adult. You both show the patience of Job. This dissertation would not have been possible without the generous natures of Bill Gathergood and Todd Kenreich. Thank you. Bill, for opening your classroom and afSrming for me that there are caring, creative teachers out there who are willing to take risks in the classroom. And thank you, Todd, for aU of your help with peer debriefing. I enjoyed our many limches together, during which we solved all kinds of problems. Finally, I would like to say thank you to the two people who encouraged me to get this degree nearly six years ago. Mollie and George Ingebrand, you told me that I could do anything that I wanted to do. I believed you. And look what happened! VI VITA February 15, 1968 .........................................................................Bom—Columbus, Ohio 1990 ................................................................................................B.A. Ohio State University Columbus, Ohio 1992 ...............................................................................................M.A. Ohio State University Columbus, Ohio 1992-1997 ....................................................................................Language Arts/History Teacher Springfield Middle School Lucama, NC 1996 ..............................................................................................Composition Instructor Nash Community College Rocky Mount, NC 1997-2001 .................................................................................... University Supervisor The Ohio State University Columbus, Ohio 1999-2000 .................................................................................... Tech G. A. The Ohio State University Columbus, Ohio 2000.............................................................................................. Instructor/ED T&L 589 The Ohio State University Columbus, Ohio PUBLICATIONS “Modems, Mice & Everything Nice: The Politics and Identity Issues Surrounding Women’s Use of Technology.” In Review. Educational

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