This paper notes the advantages of using e-mail in computer literacy classes, and discusses the results of incorporating an e-mail assignment in the "Introduction to Mathematical Reasoning and Computer Programming" core course at Brooklyn College (New York). The assignment consisted of several steps. The students first read and responded to an e-mail message sent by the professor. They then sent an e-mail message to at least one other student. Each student was required to save an e-mail message that was received and to print out a hardcopy of the message. As a way of introducing students to the vast resources available through the Internet, students were asked to electronically transfer a list of files on various topics by sending an e-mail request to a specified address. Selected reading materials about e-mail and online information services were also distributed to the students. The final part of the assignment was for the students to submit a written response to questions on their impression of e-mail and electronic data retrieval. Results of a student survey reveal that 77% of the students found the e-mail component of the course interesting or useful and 60% wished to retain their e-mail accounts after the semester ended. Responses to the nine survey questions are included and an appendix provides the course description. (Contains 19 references.) (AEF)