E-learning environments designed for computer-supported collaborative learning (CSCL) mediate social interactions as key activators of learning). However, free collaboration does not necessarily by itself produce the interactions we want. Scaffolding collaboration can increase the probability of successful learning outcomes (Fischer, Kollar, Mandl, & Haake, 2007). CSCL scripts embedded in (Dillenbourg & Jermann, 2007), or interpreted by (Hernández-Leo et al., 2006c), elearning environments aim to shape the way learners interact with each other to elicit fruitful interactions. The design of effective scripts is a non-trivial task that requires significant expertise in, and knowledge of, the possibilities and risks of structuring collaboration (Fischer et al., 2007). This chapter focuses on patterns as a way of formulating and sharing experience regarding the design of potentially effective scripted collaborative learning situations. Design patterns capture reusable knowledge about a contextualized problem and its associated, broadly accepted, solution. Patterns are decoupled when they are applied, but they work together with other interconnected patterns to generate emergent contextualized wholes. A pattern language (PL) embraces a set of patterns relevant to a specific design space, together with the rules that link the patterns together in meaningful ways, so that they provide guidance when creating a space-related whole (Alexander et al., 1977). In this chapter we aim to identify the types of patterns, and connections between patterns, that can be used for generating CSCL scripts. These types of patterns and relationships are formulated as a conceptual model (or meta-language) for describing CSCL scripting PLs. That is to say, CSCL scripting is the design space of the patterns and rules that can be situated in the proposed conceptual model. We believe this model can provide the scientific community with a starting point for an agreed high-level structure for the production of patterns and PLs that enable the generation of CSCL scripts. Each institution or community of practice may have its own patterns of effective scripted CL situations that typify that particular community. We can foster the sharing and communication of good practice within and between communities if such practice can be framed within the same conceptual model (Goodyear, de Laat & Lally, 2006). To illustrate the feasibility of this proposal, an Appendix to this chapter includes a CSCL scripting PL (with our own and some adopted patterns) that can be described with the conceptual model. The PL comprises 18 patterns; each pattern documents its relationships to other patterns. The map of relationships sketches many ways in which the patterns may be put together when creating different CSCL scripts. Different patterns and connections of patterns may or may not apply, depending on the context of a particular educational situation. Nevertheless, it is important to point out that the PL is not complete as a set, in the sense that these patterns cannot be used to generate any CSCL script. Each community can augment the PL with its own patterns, or propose different ones (which might borrow from some of the other patterns). This chapter also sets out a real scripted CL situation generated using the proposed PL. The situation expresses and illustrates the relationships between the patterns and shows how the diverse types of CSCL scripting patterns can be applied. We start by describing the methodology used to propose the conceptual model and the PL.