This study discusses the successes and failures that resulted when fifth grade students used email to compose response journals. Every student was required to send at least one email a week to the teacher describing and reacting to the novel they were reading independently. The teacher would respond each evening. The study was conducted in an affluent suburban elementary school located just outside of a major northeastern city in Pennsylvania where there was a great deal of access to computers and the Internet. Twenty-eight students participated in this project for four months. The students used the email program available via HUBSCentral. Upon analyzing the data that were collected during this study, the following topics became apparent. There was a wide variety in the length of the emails and they were used to communicate many different messages. Other issues that emerged were: motivation to participate in the activity, success with word processing, opportunity for typing practice, and opportunities for dynamic conversation. Many challenges were observed as well. These include: word processing frustrations, technical difficulties, and spelling challenges. Finally, on the teacher's part, the activity proved to be convenient yet time consuming. Contains 14 references. Appendixes contain a response journal questionnaire and a letter to parents. (Author/RS)