Glanz: aiMOOC über GPT aiMOOC Action erstellt

2026-10-02T14:14:33Z

aiMOOC über GPT aiMOOC Action erstellt

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= Einleitung =

[[Datei:Jargon funnel.svg|500px|rahmenlos|center]]

'''Mini-description:''' An '''aspect-based summary''' gives only the information that answers the aspect named in the task. You identify relevance, paraphrase accurately, condense strongly and organise the result clearly. You do '''not''' retell the whole text, analyse language or add your opinion.

'''Media starter:''' Look at the funnel. Imagine that the source text enters at the wide end and the task aspect is the filter. In 30 seconds, say which information should reach the narrow end: everything, only striking details, or only material that answers the task?

This aiMOOC is designed for continued English in the Baden-Württemberg upper secondary course, with a shared route for '''Basisfach (BF)''' and '''Leistungsfach (LF)'''. English comes first; German support appears only where it helps. The target is '''B2, partly C1 as a learning orientation''', without artificial difficulty.

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== I can ... ==

# [[Relevance|I can select relevant information]]: I can decide whether a detail directly answers the required aspect.
# [[Paraphrasing|I can paraphrase]]: I can express the source meaning accurately in my own words.
# [[Condensation|I can condense]]: I can combine related ideas and remove examples, repetition and decorative detail when they are not needed.
# [[Coherence|I can structure clearly]]: I can organise information by idea rather than follow the source line by line.
# [[Summary writing|I can write objectively]]: I can avoid analysis, evaluation and unnecessary quotation.
# [[Editing|I can revise]]: I can check task fulfilment, accuracy, language and concision.

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== Quick prior-knowledge check ==

[[Datei:P book.svg|360px|rahmenlos|center]]

Decide before reading on: What is the difference between '''summary''', '''analysis''' and '''comment'''?

'''Summary''' answers: ''What relevant content does the source give?''
'''Analysis''' answers: ''How does the text create meaning or effect?''
'''Comment''' answers: ''What is my reasoned position?''

If your sentence explains a stylistic device or judges the author's view, it probably does not belong in an aspect-based summary.

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== Abi-Check Baden-Württemberg: current frame ==

'''Checked for the 2027 Abitur, status 2 October 2026.''' The official 2027 subject decree for English states that the written LF exam contains listening and writing; in writing, '''Part II.1 requires an aspect-based summary''' of an unknown English-language text or texts. The task and response are in the foreign language. The decree also allows an English monolingual and an English-German/German-English dictionary in the written examination. For oral modern-language examinations, BF and LF target the same CEFR level, while task complexity, breadth, depth and the weighting of demand levels differ. The current curriculum likewise distinguishes BF and LF through complexity, abstraction, breadth and depth; both lead to B2, partly C1.

'''Important for BF/LF learning:''' The skill is useful in both courses. In LF it has direct relevance to the written Abitur format; in BF it supports text and media competence, course work and oral preparation. BF practice below uses shorter material and stronger scaffolding. LF extensions require denser texts, more independent selection, connections across material and more AFB II/III follow-up.

'''Official sources:'''
# [https://km.baden-wuerttemberg.de/fileadmin/redaktion/m-km/intern/PDF/Dateien/Gymnasium/Dokumente_Abitur/Abitur_2027/Facherlass_2027_Stand_09.09.2025.pdf Facherlass für die Abiturprüfung 2027, Englisch]
# [https://www.bildungsplaene-bw.de/%2CLde/BP2016BW_ALLG_GYM_E1_LG Bildungsplan Englisch: Leitgedanken und BF/LF]
# [https://www.bildungsplaene-bw.de/%2CLde/LS/BP2016BW/ALLG/GYM/E1/IK/11-12-BF Bildungsplan Englisch: Basisfach Kursstufe]

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== Core idea: task first, text second ==

[[Datei:Magnifying-glass.svg|330px|rahmenlos|center]]

Use this six-step routine:

# '''TASK''': Underline the exact aspect and the operator.
# '''FILTER''': Mark only passages that answer that aspect.
# '''PARAPHRASE''': Turn source wording into your own accurate English.
# '''CONDENSE''': Merge related points; remove repetition and non-essential examples.
# '''STRUCTURE''': Group by ideas, not by paragraph order.
# '''CHECK''': Ask whether every sentence earns its place by answering the task.

A useful test is: '''If I delete this sentence, does the requested aspect become less clear?''' If not, the sentence may be irrelevant.

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== Listening and Viewing ==

[[Datei:Circle-icons-microphone.svg|340px|rahmenlos|center]]

'''Before viewing:''' Predict three things a strong summary writer should do.

{{#ev:youtube| https://www.youtube.com/watch?v=bhtz7RSaKlc |500|center}}

'''While viewing:''' Note one point about reading critically, one point about planning and one point about writing. Then compare the advice with the six-step routine above. Do not copy a model summary; extract strategies.

{{#ev:youtube| https://www.youtube.com/watch?v=eGWO1ldEhtQ |500|center}}

'''Viewing challenge:''' Create a two-column note with ''Do'' and ''Avoid''. Keep only advice that is relevant to an exam-style aspect-based summary. Explain one choice to a partner in English.

'''Copyright note:''' Use the embedded videos for viewing only. Do not re-upload clips or reproduce transcripts. Work with short notes in your own words.

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== Reading lab: one text, one aspect ==

The following practice text is '''original and fictional'''; names and data are invented.

'''Source text:'''

''Riverside Sixth Form introduced a refill scheme after students complained about the amount of single-use packaging sold on campus. The school installed six water stations, replaced disposable cups in the café with a deposit system and gave new students a reusable bottle. During the first twelve weeks, staff recorded fewer purchases of bottled water and fewer overflowing bins near the cafeteria. The scheme was not universally welcomed. Some students disliked carrying bottles, while café staff said that collecting and washing deposit cups added work at busy times. The student council therefore proposed clearer return points and a small discount for learners who bring their own cup. The head teacher said the school would review the scheme at the end of the year before deciding whether to expand it.''

'''Task:''' ''Summarise the measures Riverside Sixth Form introduced or proposed to reduce single-use packaging.''

Do not summarise the reactions, problems or evaluation process unless they directly explain one of the requested measures.

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== Relevance filter ==

{| class="wikitable"
! Source information
! Relevant to the aspect?
! Why?
|-
| Six water refill stations were installed.
| Yes
| It is a measure to reduce single-use packaging.
|-
| Some students disliked carrying bottles.
| No
| It is a reaction, not a measure.
|-
| Disposable café cups were replaced by a deposit system.
| Yes
| It directly answers the task.
|-
| Staff noticed fewer overflowing bins.
| No
| It is an observed result, not an introduced or proposed measure.
|-
| The council proposed clearer return points.
| Yes
| It is a proposed measure linked to the reuse system.
|}

'''LF extension:''' If a detail has two functions, justify your decision in one sentence. Relevance is task-dependent, not an intrinsic property of a sentence.

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== Context vocabulary: English first ==

[[Datei:Accessories-dictionary.svg|330px|rahmenlos|center]]

{| class="wikitable"
! Word or phrase
! English explanation
! Word family / useful partner
! German help
|-
| relevant
| directly useful for answering the task
| relevance, irrelevant
| relevant
|-
| to paraphrase
| to express the same meaning in different wording
| paraphrase, rephrase
| umformulieren
|-
| to condense
| to make information shorter without losing the key meaning
| condensation, concise
| verdichten
|-
| to omit
| to leave out information
| omission
| weglassen
|-
| to group
| to place related ideas together
| grouping
| bündeln
|-
| accurate
| correct and faithful to the source meaning
| accuracy, accurately
| inhaltlich genau
|-
| coherent
| logically connected and easy to follow
| coherence, cohesive
| zusammenhängend
|-
| objective
| focused on source information rather than personal judgement
| objectivity
| sachlich
|}

'''Dictionary strategy:''' First infer meaning from context and word formation. Then use an English-English dictionary. Use bilingual support only if needed. When checking a synonym, verify that its meaning and register fit the sentence.

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== Paraphrasing without distortion ==

[[Datei:Circle-icons-pencil 2.svg|340px|rahmenlos|center]]

Good paraphrasing changes '''wording and structure''' while keeping the meaning.

'''Micro-example, not a model answer:'''

Source: ''The school installed six water stations.''
Possible paraphrase: ''Six refill points were set up on campus.''

Avoid mechanical synonym swapping. ''Installed'' does not always equal ''built'', and ''scheme'' does not always equal ''project''. Meaning comes first.

Try these moves:
# Change word class: ''students complained'' → ''student complaints''.
# Change clause structure: ''because X happened'' → ''in response to X''.
# Combine related ideas: two source sentences may become one summary sentence.
# Replace a specific example with a suitable category only when no key meaning is lost.

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== Condensation: less text, same core meaning ==

An aspect-based summary is not a sentence-by-sentence rewrite. Combine repeated or related information.

'''Too close to the source:''' ''The school installed six water stations. The school also gave new students reusable bottles.''
'''More condensed:''' ''The school promoted reuse by providing refill points and reusable bottles.''

Do not compress so far that important distinctions disappear. '''Concise''' does not mean vague.

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== Clear structure ==

A practical structure is:

'''Opening sentence:''' identify the source situation only as far as needed and answer the task direction.
'''Body:''' group the relevant points into logical clusters.
'''No separate opinion conclusion''' unless the task explicitly asks for one.

Useful neutral connectors include: ''first'', ''in addition'', ''another measure'', ''to support this'', ''finally''. Use them only when they clarify relations.

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== Speaking rehearsal ==

[[Datei:Speech balloon blue.svg|340px|rahmenlos|center]]

'''45-second challenge:''' Without reading full sentences, explain the relevant measures from the fictional source to a partner.

Partner feedback:
# Did the speaker stay on the requested aspect?
# Were the points paraphrased?
# Was the order clear?
# Was any opinion added?

'''Privacy:''' Recording is optional. If you record yourself, keep the file private unless everyone involved has explicitly agreed to sharing. Do not upload classmates' voices or images without permission.

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== Writing workshop: BF route ==

'''Material size:''' one manageable text, one clear aspect, a visible planning grid.

{| class="wikitable"
! Relevant source point
! My keywords
! My paraphrase
|-
| refill stations
| access to tap water
| ...
|-
| deposit cups
| reusable café system
| ...
|-
| reusable bottles
| new students
| ...
|-
| return points / discount
| proposed support
| ...
|}

Write a short coherent paragraph. Then delete any sentence that answers a different question.

'''BF support ladder:''' first use the grid; next use keywords only; finally write directly from your annotations.

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== Writing workshop: LF route ==

Use the same core skill with less scaffolding.

'''LF extension task:''' Add a second short source such as a chart, infographic or brief statement supplied by your teacher. Summarise only information relevant to one cross-material aspect. Decide independently how to combine overlapping points and where the sources differ.

After writing, explain one difficult selection decision. This moves beyond reproduction towards reorganisation and transfer.

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== Mediation connection ==

An aspect-based summary and [[Sprachmittlung|mediation]] share two important skills: selecting relevant information and reformulating it. They are not identical.

In mediation, you also adapt content to a specific addressee, purpose and language situation. In an aspect-based summary, you follow the requested aspect and summarise the source content objectively in English.

'''Mini-task:''' Imagine a German exchange student asks only what Riverside does to reduce disposable packaging. Give the information orally in German. Then compare your selection with your English summary plan. The selection may overlap, but the communicative situation differs.

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== Feedback checklist ==

[[Datei:Checklist-icon.svg|340px|rahmenlos|center]]

Check your draft in this order:

# '''Task fulfilment''': Every sentence answers the named aspect.
# '''Accuracy''': No source meaning has been changed.
# '''Paraphrasing''': Wording is clearly your own.
# '''Condensation''': Repetition, minor examples and side issues are removed.
# '''Structure''': Related ideas are grouped logically.
# '''Language''': Grammar, vocabulary, register and cohesion support clarity.

Peer feedback should name evidence: ''Sentence 3 is off-aspect because ...'' is more useful than ''Good summary''.

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== Error analysis ==

Find and repair the problem.

'''A:''' ''I think the deposit system is a brilliant idea.''
Problem: personal evaluation.

'''B:''' ''The text says that the school installed six water stations and then the text says ...''
Problem: source-following and repetitive reporting.

'''C:''' ''The scheme was successful because students bought less bottled water.''
Problem: this may be accurate as a result, but it is irrelevant if the task asks only for measures.

'''D:''' ''The school constructed six hydration infrastructures.''
Problem: unnatural over-paraphrasing changes register and clarity.

Rewrite each sentence so that it would fit a concise, neutral answer to the stated task.

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== Responsible use of AI and sources ==

Use AI, if allowed by your school or teacher, as a '''checker after your own work''', not as a replacement writer.

# Draft or plan independently first.
# If an AI suggests a paraphrase, compare it with the source and check whether meaning changed.
# Verify factual claims and source references yourself.
# Do not submit an AI-generated replacement essay as your own work.
# Do not paste confidential, personal or copyrighted full texts into external AI systems without permission.
# Use fictional or teacher-provided data for practice when privacy or copyright could be an issue.

A useful self-check is stronger than a request for a ready-made answer: ''Which sentence in my draft is least relevant to the task, and why?''

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== Transfer ==

Use the same filtering skill in new contexts:

# [[Listening comprehension|Listening]]: extract only reasons, consequences or measures named in a prompt.
# [[Reading comprehension|Reading]]: distinguish main claims from examples.
# [[Speaking|Speaking]]: give a 60-second aspect-focused briefing.
# [[Mediation|Mediation]]: select information for a specific recipient.
# [[Text analysis|Analysis]]: separate ''what the text says'' from ''how it says it''.

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== Abi-Check: 90-second self-test ==

Before handing in, ask:

'''Aspect?''' Can I restate the exact focus in five to eight words?
'''Coverage?''' Have I included all major points relevant to it?
'''Selection?''' Have I removed side issues?
'''Own words?''' Have I genuinely reformulated rather than swapped a few words?
'''Neutrality?''' Have I avoided analysis and personal judgement?
'''Structure?''' Can the reader follow my grouping immediately?
'''Accuracy?''' Could every claim be traced back to the source?

'''LF extra:''' Have I handled overlap, contrast or hierarchy across denser material independently?

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== Follow-up course ==

Continue with [[ABI - Text analysis schreiben]], [[ABI - Comment schreiben]], [[ABI - Mediation schreiben]], [[ABI - Listening comprehension]], [[ABI - Operatoren Englisch]] and [[ABI - Writing skills Englisch]].

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= Interaktive Aufgaben =

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== Quiz: Teste Dein Wissen ==

{{MC}}

'''What is the main purpose of an aspect-based summary?'''
(To present only source information relevant to the specified aspect)
(!To retell the complete source in shorter form)
(!To analyse stylistic devices)
(!To give a personal judgement)

{{E}}
<br>

{{MC}}

'''What should you identify before selecting information from the source?'''
(The exact aspect named in the task)
(!The longest paragraph)
(!The most difficult vocabulary)
(!The author's biography)

{{E}}
<br>

{{MC}}

'''Which sentence best describes good paraphrasing?'''
(It changes wording and structure while preserving the source meaning)
(!It replaces every word with a synonym)
(!It translates the sentence into German)
(!It adds an explanation of the author's intention)

{{E}}
<br>

{{MC}}

'''Which detail is usually omitted when the task asks only for measures?'''
(A reaction that does not explain a measure)
(!A measure directly named in the text)
(!A proposed action relevant to the aspect)
(!A reformulated key point)

{{E}}
<br>

{{MC}}

'''What does condensation require?'''
(Combining related ideas and removing non-essential detail)
(!Copying shorter quotations)
(!Using more advanced vocabulary)
(!Following every paragraph in source order)

{{E}}
<br>

{{MC}}

'''Which statement belongs in a neutral summary?'''
(The school introduced a reusable cup system)
(!The reusable cup system is obviously the best solution)
(!The metaphor makes the policy sound heroic)
(!I would support the school's decision)

{{E}}
<br>

{{MC}}

'''What is a strong way to organise a summary?'''
(Group related ideas logically)
(!Mirror the exact paragraph order in every case)
(!List quotations one after another)
(!Start with your opinion and then add evidence)

{{E}}
<br>

{{MC}}

'''What should you check first when revising?'''
(Whether every sentence answers the required aspect)
(!Whether every sentence contains a connector)
(!Whether every paragraph has the same length)
(!Whether you used as many synonyms as possible)

{{E}}
<br>

{{MC}}

'''How does LF practice typically extend the shared BF skill?'''
(It uses greater complexity, depth and independent material linking)
(!It removes the need for paraphrasing)
(!It replaces English with German explanation)
(!It focuses only on memorising vocabulary)

{{E}}
<br>

{{MC}}

'''What is an appropriate way to use AI for this skill?'''
(Check your own draft and verify suggestions against the source)
(!Submit a generated replacement answer as your own)
(!Paste confidential class material into any external tool)
(!Accept every paraphrase without checking meaning)

{{E}}
<br>

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== Memory ==

<div class="memo-quiz">
{|
|-
| Relevance || Direct connection to the required aspect
|-
| Paraphrase || Same meaning in different wording
|-
| Condensation || Shortening by combining and omitting
|-
| Coherence || Logical connection between ideas
|-
| Accuracy || Faithfulness to the source meaning
|-
| Neutrality || No personal evaluation
|}
{{E}}
<br>

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== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Ordne die richtigen Begriffe zu.
! Funktion
|-
| '''Task'''
| Identify the exact aspect
|-
| '''Filter'''
| Select only relevant information
|-
| '''Paraphrase'''
| Reformulate accurately
|-
| '''Condense'''
| Merge and shorten
|-
| '''Check'''
| Review task fulfilment and accuracy
|}
{{E}}

<br>
<br />

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== Kreuzworträtsel ==

<div class="kreuzwort-quiz">
{|
|-
| Relevance || What decides whether information belongs in the summary?
|-
| Paraphrase || What is a reformulation in your own words called?
|-
| Aspect || What specific focus is named in the task?
|-
| Cohesion || What links sentences linguistically into a connected text?
|-
| Condensation || What process makes information shorter without losing the core meaning?
|-
| Register || What describes the level and style of language appropriate to a situation?
|}
{{E}}
<br>

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== LearningApps ==

<iframe> https://learningapps.org/index.php?s=ABI+Aspect-based+summary+schreiben </iframe>

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== Lückentext ==

<quiz display=simple>
{'''Vervollständige den Text.'''<br>
|type="{}"}
An aspect-based summary follows the exact { aspect } named in the task. A writer first selects information for its { relevance }. Source ideas should be expressed through accurate { paraphrasing }. Related points can be combined through { condensation }. Personal judgement should be replaced by an { objective } presentation. Related ideas need a clear { structure }. Before handing in, the writer checks the summary against the { task }. AI suggestions must always be checked against the original { source }.
</quiz>

<br>

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= Offene Aufgaben =

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=== Leicht ===

# [[Relevance filter|Traffic-light filter]]: Mark five teacher-provided details as relevant, borderline or irrelevant for one stated aspect and justify one decision in English.
# [[Paraphrasing|Three-way paraphrase]]: Rewrite one source sentence in three different accurate ways, then choose the clearest version.
# [[Condensation|Shrink it]]: Reduce four related sentences to two without losing the central information.
# [[Speaking|One-minute briefing]]: Give an oral aspect-based summary from keywords only; recording is optional and private.

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=== Standard ===

# [[Reading comprehension|Aspect switch]]: Use the same short source twice with two different aspects and compare how your selection changes.
# [[Peer feedback|Evidence-based feedback]]: Exchange drafts and give two precise comments linked to relevance, accuracy or structure.
# [[Error analysis|Repair workshop]]: Create three flawed summary sentences, swap them with a partner and correct the errors.
# [[Mediation|Summary versus mediation]]: Present the same source once as an English summary and once as a short German mediation for a specified recipient.

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=== Schwer ===

# [[Materialverknüpfung|Two-source synthesis]]: Combine a short text and a chart around one aspect without repeating overlapping information.
# [[AFB II|Selection defence]]: Annotate a complex text, write your summary and then justify three inclusion or omission decisions.
# [[Source criticism|AI verification]]: Compare your own paragraph with an AI suggestion permitted by your teacher; identify any distortion, invented detail or unnecessary wording and document your checks.
# [[Transfer|Mini assessment design]]: Create a fictional source, an aspect-based summary task and a concise criterion sheet for peers without writing a model solution.

{{:Offene Aufgabe - MOOC erstellen}}

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= Lernkontrolle =

# [[Task transfer|Changing aspect]]: You receive one unfamiliar text and two different summary prompts. Explain how the selected evidence must change, then write one of the summaries.
# [[Relevance reasoning|Borderline evidence]]: Decide whether three ambiguous details belong in a given summary and justify each decision by linking it to the wording of the task.
# [[Paraphrase quality|Meaning preservation]]: Compare two paraphrases of the same source idea. Identify which one changes the meaning and repair it.
# [[Condensation|Information hierarchy]]: Reduce a dense paragraph by half while preserving all ideas essential to a specified aspect. Explain what you removed and why.
# [[BF LF differentiation|Course-level transfer]]: Complete a scaffolded BF version or an extended LF version of the same task, then reflect on how complexity, independence and material linking changed.
# [[Self-revision|Revision log]]: Revise a first draft and document three changes under relevance, accuracy and clarity rather than merely correcting surface grammar.

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= Lernnachweis =

For a successful learning record, you should demonstrate that you can:
# identify the operator and the exact aspect before reading in detail;
# distinguish relevant main points from examples, reactions and side issues;
# paraphrase accurately without mechanical synonym replacement;
# condense and group ideas into a coherent order;
# write objectively and avoid analysis or personal evaluation when not requested;
# use dictionaries strategically and verify word meaning and register;
# revise your own draft with evidence-based criteria;
# explain at least one selection decision;
# handle BF or LF material at the appropriate degree of complexity and independence;
# use sources, media and optional AI support responsibly and transparently.

<br>
<br>

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= OERs zum Thema =

<iframe> https://de.m.wikipedia.org/wiki/Inhaltsangabe </iframe>

<iframe> https://de.m.wikipedia.org/wiki/Paraphrase_(Sprache) </iframe>

'''Free media used in this aiMOOC:''' The images are from Wikimedia Commons and remain subject to the licences stated on their respective file pages. The YouTube materials are embedded from the rights holders' platform; do not copy or re-upload them.

<br>

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= Verknüpfte Lernbereiche =

{| align=center
{{:D-Tab}}
'''[[ABI - Aspect-based summary schreiben]]'''
# [[Leseverstehen]]
# [[Schreiben]]
# [[Text- und Medienkompetenz]]
# [[Paraphrasieren]]
# [[Wortschatzarbeit]]
# [[Sprachmittlung]]
# [[Hörverstehen]]
# [[Sprechen]]
# [[Textanalyse]]
# [[Operatoren im Englisch-Abitur]]
# [[Abitur Baden-Württemberg]]
|}

[[Kategorie:Englisch]]
[[Kategorie:Abitur]]
[[Kategorie:Baden-Württemberg]]
[[Kategorie:Kursstufe]]
[[Kategorie:Basisfach]]
[[Kategorie:Leistungsfach]]
[[Kategorie:Fremdsprache]]
[[Kategorie:Schreiben]]
[[Kategorie:Leseverstehen]]
[[Kategorie:Text- und Medienkompetenz]]
[[Kategorie:Medienbildung]]
[[Kategorie:Klasse 11-13]]

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= aiMOOC-Projekte =
[[Kategorie:AI_MOOC]] [[Kategorie:GPT aiMOOC]]
{{MT}}

ABI - Aspect-based summary schreiben - Versionsgeschichte

Glanz: aiMOOC über GPT aiMOOC Action erstellt