The first three weeks of mid-collegiate composition, students learn about genre, discuss reading from different genres and practice genre analysis. As students engage in genre analysis exercises, the instructor discusses critical thinking and its implications for genre analysis and critique. The students complete a rhetorical analysis assignment and a self-reflection on the rhetorical analysis. Problem 1. is introduced after an introduction to Problem Based Learning (PBL) and in-class group exercises to prepare students for group work. Additionally, students participate in a simple sample problem to experience the PBL process. The group exercises require students to first work individually and then together, followed by a discussion on the differences between working individually versus collaboratively and the challenges and benefits involved.

We introduce Problem 2 in the middle of week five of the quarter; however, the problems may be adapted to a semester system. The class meets every MWF for a 50 minute session. Problem 2 spans two weeks from introduction to completion and includes six class meetings. By now students have already worked through Problem 1 and are familiar with the handouts that accompany each problem for facilitating PBL. Prior to initiating the class to Problem 2, we check with them if they would like to remain in the groups they were in for Problem 1. Generally, students prefer to maintain the same groupings unless there have been any significant problems within the group.

Day One
We present a problem package to each group containing copies of the problem statement, appropriate work sheets such as the peer evaluation forms and the personal reflection logs (all are color coded for easier reference when handed out with the problem statement). The contents are also electronically posted on Blackboard (Bb) for ready access in case students lose printed material. After distributing the folders, we remind students about the Student Learning Objectives while reemphasizing the importance of working collaboratively. Students read the problem and follow the PBL process of discussing the problem and reflecting on it individually and collectively. The handout, Freedoms and Roles that accompany Problem2. help students to begin the discussion on how they will approach the solution to the problem.

At this time groups also discuss student roles if they choose to use them or to make changes to roles assigned earlier for Problem 1. They may also make changes to their ground rules and group expectations based on their experience working as a group with Problem 1. The group contract serves as a reference if problems arise during the process of working together and is also posted on each group's discussion board.

Since the class is familiar with the PBL process by now, they are able to post for homework their group contract and group reflection online on their group pages by combining their individual reflections on the problem. The discussion forums on the group pages of the Blackboard course site serve as an excellent way to facilitate outside class communication among group members since we are a commuter campus. (30-35 minutes)

Besides spending class time discussing Problem 2 and completing the handout "Freedoms and Roles", groups assign homework to be completed by each member before the next class meeting. (10-15 minutes).

We listen in on the individual group discussions and answer questions as they come up during class after the introduction of the problem.

Day Two
Following the PBL process, in the next class session the groups use the, "Guidelines for Analyzing Genres" handout to discuss the demands of the genre. They discuss sources provided and any that they have found individually as homework and how these sources can help them argue for the rights they have chosen to defend in the letter to the editor. Groups discuss their plans for further research and post them on Bb. For homework, they evaluate each other?s sources and begin the search for additional sources to inform their individual approach to the problem, which they post on Bb to add to the pool of sources. (50 minutes).

Day Three
In this class meeting, the groups evaluate the sources they have found, and how they may use them to construct a solution to the problem. Typically by now most groups have figured out a way to identify the most important freedoms and the roles they want to adopt in defending them through discussion and analysis of the problem (25 minutes).

Using the resources provided, groups find samples of the letter genre and use the "Guidelines for Analyzing Genre" handout to analyze the samples. This generates class discussion on how to analyze the genre?s critical features and how to use this information. (25 minutes). For homework students continue to explore resources that will help them defend the freedom(s) they have chosen from the perspective they have adopted.

Day Four
Groups members bring to class the resources they have found to inform their individual perspective and discuss them within their group (50 minutes). At this class meeting, we consult with each group and a designated reporter for the group provides us an update on the group progress. We also monitor group progress by visiting the online discussion board of each group on the Blackboard course site. We offer answers to queries and may guide groups if they are floundering by asking them to consider questions they may have overlooked. We do not provide groups with the solution but guide them if they seem to be stalled in the problem solving process. Most of our students are new to the PBL approach and it is important to make sure that just enough support is provided to prevent frustration. For homework, groups post their individual letters.

Day Five
Group members discuss how to create a final collective document based on their individual letters. By now most groups have figured out that their collective document is going to be a White Paper and have been researching the genre and its rhetorical demands. For homework, students continue distilling the individual letter for the purpose of creating a White Paper. We remind them to use the, "Guidelines for Analyzing Genre" handout so they can analyze the important features of a White Paper. We continue in our roles as facilitators and observers during the process of problem solving by advising only where required. We solve group related problems as and when they came up either individually with a group or if it is something all groups are experiencing then with the entire class. Each class meeting is devoted to group time as members work together to share ideas, resources and construct documents. We allow groups to visit the library together to research sources or to the computer lab to work on documents related to the problem solution unless we are in a computer lab for the quarter, which is ideal for a PBL course.

Day Six
In this class meeting students continue to work on their documents collectively to prepare for the final submission of the solution at the next class meeting. The class time is important to groups since it reduces the need to meet outside class, which they sometimes have to do if they are unable to meet deadlines or if they need a longer period of time to work together.

Day Seven
In the final class meeting for Problem 2, groups submit their final solution in the form of two documents and peer evaluations before they receive Problem 3. As homework, group members are given a Student Self-Assessment questionnaire (doc, pdf) for Problem 2 to complete.