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This paper explores how Problem-oriented Project Learning (PPL) can be organized in a context that meets the pedagogical needs of first year students. Under the assumption that, while PPL provides a fruitful context for learning, it is also challenging for early stage learners, the article formulates the theoretical considerations underlying a strategy for entry-level PPL. On that foundation, this paper discusses a case study where a set of scaffolding structures has been put in place to support the transformative development of first year students acquiring the study habits of PPL. This paper finds that a highly structured approach to entry level PPL promotes the students’ academic achievements as well as their sense of meaning in the PPL programme.

In John Searle’s original taxonomy of types of illocutionary acts (Searle 1969) he points out that some kinds of illocutionary acts are special cases of other kinds, giving the example that questions are in fact special cases of requests. In that way, a ‘real question’ is a request for information that the sender does not already possess, whereas an ‘exam question’ is a request for information that the sender has already access to. This paper takes this rudimentary analysis some steps further and attempts a taxonomy of interrogative speech acts based on sets of more specific preparatory conditions such as sender expects / does not expect reply and sender has access to / does not have access to the requested information. The paper will show that a system of these sets of preparatory conditions can generate illocutionary definitions of a range of different types of interrogative speech acts.

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