In this paper we outline the instructional approach of scripting CSCL. Scripts are didactic scenarios that structure collaborative learning activities in a number of phases. The scripts may define for each phase what task the students have to perform, the composition of the group, the way the task is distributed, the mode of interaction, and the timing of the phase. CSCL scripts can be further differentiated with regard to the design dimensions granularity, degree of coercion, locus of control, and degree of generality. Finally, scripts may structure different planes of a collaborative learning environment, such as the individual plane, the plane of small groups, or the plane of classes, schools etc. Against the background of these multiple dimensions, all kinds of CSCL scripts can be classified. Different major classes of scripts could be identified. These are, for instance, the Jigsaw class, providing learners with complementary information, the conflict class that aims to trigger socio-cognitive conflict in CSCL groups, and the reciprocal class that provides learners with roles to regulate the learning partners, which they are supposed to switch after a specified time. Future work focuses on the translation of different script components in a modelling language in order to systematize research on different script components, making scripts transferable from one CSCL environment to another, and to better understand what kind of collaborative learning activities work for what kind of tasks.