This paper reports on a case study of a U.S. high school literature class during an e-mail exchange with a high school literature class in Moscow (Russia). During this project, the students in both classrooms read short stories by Anton Chekhov and O'Henry. By using the stories as a catalyst, the students' goal was to help their distant partner to understand the culture from where the literature came. The effect that writing for an authentic audience, an audience who was learning to speak English, had on the local students was examined, and close attention was paid to how the local students used "real" English. The role that large and small group discussions about the literature played on the final written products was examined. Also examined was the role that peer editing played. When examined holistically, it became evident that no single element could be given credit for improving the writing skills of the local students. (Contains 16 references.) (MES)