The researcher employed the following criteria for evaluating qualitative research: credibility (peer debriefing), authenticity, and triangulation. While the procedures for an action research project were employed, time constraints made it impossible to meet the requirement of multiple cycles. Student messages were analyzed using (a.) an adaptation of the criteria developed by Paul Deiderich for written work at the college or university level, (b.) a subjective evaluation of the clarity of the students' written expression done by the intern teacher, and (c.) an objective evaluation of the clarity of the students' written expression done by an individual not familiar with the research question. These methods of analysis were chosen to lessen the influence of researcher bias, since he possessed personal knowledge about the content of the dialogue journal entries. The outside party was asked to read the dialogue journal entries and write what she thought the students were writing about.