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Grounded in Socratic teaching and Dewey’s hands-on problem solving, the article contrasts traditional instructor-centered assignments with student-centered ones built around a driving question and a real-world problem. It outlines definitions of PBL, highlights benefits like critical thinking and authentic writing situations, and also addresses challenges such as student discomfort, open-ended expectations, and the time-intensive coaching role required of instructors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-winterspring-2007-problem-based-composition-the-practical-side/597811/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-winterspring-2007-problem-based-composition-the-practical-side/597811.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core structure of problem-based learning in composition classes?","Question",{"text":112,"@type":113},"PBL centers instruction on a driving question linked to a real-world problem, ideally raised by students and answered through collaboration and personal engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does a student-centered PBL assignment differ from a traditional teacher-centered one?",{"text":117,"@type":113},"Traditional assignments often specify the problem through lectures and predictable outcomes, while PBL asks students to characterize the context, define the problem to be solved, find solutions, and reflect on the process.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges can instructors and students face when adopting PBL?",{"text":121,"@type":113},"Students may feel uncomfortable collaborating, threatened by open-ended tasks, or initially unsure of expectations. Instructors must provide appropriate guidance without oversimplifying, shift classroom control, and often invest significant time and energy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597811,1792188565,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The CEA Forum  \nWinter/Spring 2007: 36.1  \nPROBLEM-BASED COMPOSITION:  \nTHE PRACTICAL SIDE  \nLisa Beckelhimer, Ronald Hundemer, Judith Sharp, William Zipfel  \nFor several years now, a number of us instructors at the University of Cincinnati have experimented with the concept of problem-based learning (PBL) in our composition courses. The concept, rooted as it is in Socratic method and the hands-on problem-solving advocated by John Dewey, is not new, and though some of its applications may call for adjustments in how instructors conduct classrooms and make assignments, the versatility of the approach can make it effective in even the most traditional of settings.  \nIn this informal article, four of us hope to provide a practical overview of how PBL approaches can work to involve students in “everyday” composition classrooms.  \nThe Concept—Ron Hundemer  \nMost sources trace the origin of PBL to the medical program at McMaster University in Canada in the mid-1960s. In response to student complaints about traditional lectures that required an overwhelming amount of memorization, administrators sought to make the program more problem- (and student-) centered (Camp) . According to Ellen Lynch's University of Cincinnati web site, problem-based learning results when “students work cooperatively in groups to solve ‘real world' problems.”  \nThere are various definitions of PBL. Generally, according to Bransford and Stein, it is a comprehensive instructional approach to engage students in sustained, cooperative investigation. Finkle and Torp expand this definition by explaining that PBL is an “instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with an ill-structured problem that mirrors real-world problems”(1) . Practically speaking, that is, PBL  \nplaces students at the center of the course/assignment, so that instead of the instructor setting the specifics of a problem to be solved the student must do so; instead of suggesting solutions, the instructor challenges the students to find them.  \nTweaking a traditional classroom to make it more in line with the PBL approach then, might simply call for a change in how we couch our assignments. A traditional teacher-centered assignment might begin with a lecture, call for memorization and understanding of principles, then ask a structured question (or pose a problem) for which a particular response is expected, that response to be evaluated according to specific, predictable outcomes measured against predetermined criteria. A student-centered assignment, however, might pose areal-life situation, ask students to characterize the context and details to determine a problem to be solved and to find ways to solve it, and finally require reflection on the process. This approach would not preclude some lecture or discussion and certainly can require (in composition especially) that mechanics and good writing principles be met.  \nAt its core, PBL features a “driving question” centered on a “real world problem”: Why does young Goodman Brown live an unhappy life when he returns from the forest and why should we care? What's the best way to convince our university president to institute a particular program? And so on—questions are raised, ideally, by the student and answered, preferably, by some collaboration and certainly by personal engagement.  \nTo be sure, PBL is not without its own problems. Students adept in traditional solitary ways of studying and learning may feel uncomfortable when asked to collaborate; memorizers may feel threatened by open-ended assignments and lack of externally imposed structure. Students may complain about not knowing “what we want”—at least until they realize that in large part they help to decide just that.  \nStudies generally show that both students and teachers may need as much as a year to become accustomed to the approach in","cbCaiqSlvCfYbrcs","https://ap.wps.com/l/cbCaiqSlvCfYbrcs","pdf",37129,"English","# The Concept—Ron Hundemer\n## Origins and definitions of PBL\n## Traditional vs student-centered assignments\n## Driving questions and real-world problems\n# The Argumentative Problem—Lisa Beckelhimer\n## Modes of argumentative assignments\n## Argument as a natural fit for PBL","[{\"question\":\"What is the core structure of problem-based learning in composition classes?\",\"answer\":\"PBL centers instruction on a driving question linked to a real-world problem, ideally raised by students and answered through collaboration and personal engagement.\"},{\"question\":\"How does a student-centered PBL assignment differ from a traditional teacher-centered one?\",\"answer\":\"Traditional assignments often specify the problem through lectures and predictable outcomes, while PBL asks students to characterize the context, define the problem to be solved, find solutions, and reflect on the process.\"},{\"question\":\"What challenges can instructors and students face when adopting PBL?\",\"answer\":\"Students may feel uncomfortable collaborating, threatened by open-ended tasks, or initially unsure of expectations. Instructors must provide appropriate guidance without oversimplifying, shift classroom control, and often invest significant time and energy.\"}]","The CEA Forum - Winter/Spring 2007 - PROBLEM-BASED COMPOSITION: THE PRACTICAL SIDE | PDF",1792085750,18]