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{{T}}

{{BR}}
= ABI - Eine klare thesis entwickeln =

'''Mini-description:''' Turn an Abitur question into a precise, differentiated '''thesis''' that actually answers the question. You will practise '''weak-to-strong thesis transformations''' for analysis, assessment, comparison and argumentative writing. The course is designed for a shared '''BF/LF''' setting in English as a continued foreign language in the Baden-Württemberg Kursstufe.

[[Datei:Students writing exams.jpg|500px|rahmenlos|center]]

'''Your core move:''' Read the task → identify what is really being asked → make a precise claim → qualify it → show the direction of your argument.

This course is '''English first'''. If a word is unclear, use this order: context → word family → English explanation → monolingual dictionary → bilingual dictionary → short German help only if still needed.

'''Privacy and AI:''' All practice data are fictional. Recordings are optional and should stay private unless your teacher explicitly asks for sharing. No activity requires an upload or external AI access. If AI is permitted in your course, verify every factual claim, quotation and source yourself. Do not submit an AI-generated replacement essay.

{{BR}}
= Medien-Einstieg =

[[Datei:Questionmark SVG 3.svg|300px|rahmenlos|center]]

Look at the question mark and finish this sentence in English:

'''A thesis is useful only if it answers ...'''

Now compare your idea with this working definition:

'''A thesis is the controlling answer to the exact task.''' It is more than a topic, more than a summary and more than “there are pros and cons”. A strong thesis makes your central interpretation or judgement visible and gives the reader a clear line of argument.

{{#ev:youtube| https://www.youtube.com/watch?v=DFp1uGTXo4Q |500|center}}

'''Viewing task:''' First watch without German support. Note three criteria for a strong thesis. Watch again with English subtitles if useful. Do not copy a formula mechanically: adapt it to the Abitur operator and material.

{{BR}}
= I-can-Ziele =

{| class="wikitable"
! I can ...
! BF focus
! LF extension
|-
| identify the operator and all parts of an Abitur question
| with a short prompt and guiding questions
| independently, including hidden tensions and scope
|-
| write a thesis that directly answers the question
| one clear, qualified main claim
| a nuanced claim that connects several dimensions
|-
| improve a weak thesis
| using a checklist and sentence frames
| by refining assumptions, conditions and counterclaims
|-
| connect thesis and evidence
| with one manageable source
| across several materials or perspectives
|-
| explain and defend my thesis orally
| short structured response
| flexible, precise and responsive argumentation
|}

{{BR}}
= Vorwissen aktivieren =

{| class="wikitable"
! Quick check
! Your test
|-
| Operator
| Can you explain the difference between analyse, assess and compare?
|-
| Claim
| Can you state your main answer in one sentence?
|-
| Evidence
| Can you name the material that would support your claim?
|-
| Qualification
| Can you avoid absolute words such as always, never or completely unless the evidence really supports them?
|}

'''Micro-task:''' Take a recent English essay question from your course. Underline the operator, box the topic and circle any limiting words such as '''to what extent''', '''how far''', '''with reference to''' or '''in the extract'''.

{{BR}}
= What makes a thesis strong? =

[[Datei:Argument Map.png|500px|rahmenlos|center]]

A useful thesis usually contains four elements:

{| class="wikitable"
! Element
! English explanation
! Example move
|-
| '''Answer'''
| Respond to the exact question.
| “The claim is only partly convincing ...”
|-
| '''Focus'''
| Name the central idea you will prove.
| “... because the text presents belonging as conditional ...”
|-
| '''Qualification'''
| Show limits, conditions or tension.
| “Although ..., the stronger pattern is ...”
|-
| '''Direction'''
| Signal the logic of the argument.
| “... through narrative perspective and contrast.”
|}

'''Important:''' The thesis does not have to be a fixed formula. In an Abitur essay, it functions as a control sentence for your reasoning.

{{BR}}
= Weak-to-Strong Thesis Transformation =

'''Practice prompt:''' Assess the claim that cross-cultural encounters automatically lead to mutual understanding.

{| class="wikitable"
! Version
! Thesis
! What changes?
|-
| Weak
| Cross-cultural encounters are important and can be good or bad.
| Topic only; no direct judgement; too vague.
|-
| Better
| Cross-cultural encounters can increase mutual understanding, but they can also create conflict.
| Directer, but still broad and descriptive.
|-
| Strong
| Although cross-cultural encounters can challenge stereotypes, they do not automatically create mutual understanding because unequal expectations and limited communication can preserve misunderstanding.
| Direct answer, qualification, causal logic and clear scope.
|}

'''Transformation rule:''' Do not make the sentence longer just to make it sound academic. Make it '''more exact'''.

{{BR}}
= Listening and Viewing =

{{#ev:youtube| https://www.youtube.com/watch?v=-u5X_k04BeA |500|center}}

'''Listening/viewing task:''' Identify the difference between a topic and a controlling idea. Then pause the video before each example and predict what would make the thesis more specific.

'''BF:''' Note one useful sentence pattern and apply it to one prompt.

'''LF:''' Compare the advice in both videos. Which parts are transferable to a Baden-Württemberg Abitur task, and which parts need adaptation because the operator, material and genre control the response?

{{BR}}
= Reading: From prompt to position =

'''Fictional practice material — created for this MOOC:'''

A school exchange programme brings students from different language backgrounds together for six weeks. At first, participants report curiosity but also uncertainty about humour, politeness and group behaviour. By the end of the project, several students describe greater confidence in asking for clarification. Others say that contact alone did not change their assumptions because they mostly stayed with familiar friends.

'''Task:''' Assess the claim that intercultural contact by itself is enough to reduce misunderstanding.

'''Possible thesis:''' Intercultural contact can create opportunities for better understanding, but contact alone is insufficient because meaningful change depends on sustained interaction, clarification and willingness to revise assumptions.

'''Reading check:''' Which detail in the fictional material supports the qualification '''contact alone is insufficient'''?

{{BR}}
= Kontextwortschatz und Wortbildung =

{| class="wikitable"
! Word
! English explanation
! Word family / useful phrase
! Kurzhilfe Deutsch
|-
| claim
| a statement you argue for
| claim – to claim – central claim
| Behauptung
|-
| qualify
| make a claim more precise by adding limits or conditions
| qualify – qualification – qualified
| einschränken / präzisieren
|-
| scope
| the exact range of a claim
| narrow the scope – within the scope
| Geltungsbereich
|-
| counterclaim
| a serious opposing or limiting claim
| counterclaim – counterargument
| Gegenposition
|-
| evidence
| material that supports a claim
| evidence – evidential – evidence-based
| Beleg
|-
| nuanced
| showing relevant differences instead of oversimplifying
| nuance – nuanced – add nuance
| differenziert
|-
| coherent
| logically connected and easy to follow
| coherence – coherent – coherently
| schlüssig
|-
| warrant
| the reasoning that explains why evidence supports a claim
| warrant – to warrant
| Begründungsbrücke
|}

'''Dictionary move:''' Before translating a word, say it in an English sentence of your own.

{{BR}}
= Analyse: Read the question before you write the answer =

A strong thesis begins with accurate task reading.

{| class="wikitable"
! Question feature
! Ask yourself
|-
| Operator
| What kind of thinking is required: analyse, assess, discuss, compare, comment?
|-
| Object
| What exactly must I analyse or judge?
|-
| Scope
| Which text, extract, aspect, time frame or perspective limits the answer?
|-
| Tension
| What makes the question debatable or complex?
|-
| Material link
| Which evidence must the thesis remain compatible with?
|}

'''Operator shortcut:'''

{| class="wikitable"
! Operator type
! Thesis function
|-
| analyse
| State your central interpretation of how or why something is presented.
|-
| assess / evaluate
| Give a reasoned judgement with criteria and qualification.
|-
| discuss
| Position yourself after weighing relevant perspectives.
|-
| compare
| State the most important relationship, similarity, difference or degree.
|}

{{BR}}
= Speaking: Thesis pitch =

[[Datei:Speech bubble icon.svg|350px|rahmenlos|center]]

Speak for about 30 seconds:

'''The question asks ... My thesis is ... The key reason is ... A limitation or counterpoint is ...'''

'''BF support:''' Use all four sentence starters.

'''LF extension:''' Deliver the thesis without the frame, then respond to one challenge: '''What evidence would make you revise your claim?'''

An audio recording is optional. Keep it private unless sharing has been agreed in class.

{{BR}}
= Writing: Build the thesis in four moves =

[[Datei:Woman writing on a notebook with a pen.jpg|500px|rahmenlos|center]]

{| class="wikitable"
! Move
! Action
! Example
|-
| 1. Answer
| Write a plain answer to the question.
| The claim is only partly convincing.
|-
| 2. Reason
| Add the main reason.
| ... because contact does not guarantee meaningful interaction.
|-
| 3. Qualify
| Add a condition, limit or contrast.
| Although contact can challenge stereotypes ...
|-
| 4. Direct
| Signal the line of argument.
| ... especially when communication remains superficial.
|}

'''Flexible frame:''' Although X, Y because A; this is especially true when B.

Use the frame as scaffolding, not as a compulsory template.

{{BR}}
= BF/LF-Differenzierung =

{| class="wikitable"
! Dimension
! BF
! LF
|-
| Material
| shorter, manageable set; one main source at a time
| broader and more complex material; independent synthesis
|-
| Thesis
| one clear, qualified main claim
| multi-layered claim with conditions, tensions and conceptual precision
|-
| Support
| guiding questions, sentence frames, model transformations
| reduced scaffolding, independent criteria and self-revision
|-
| Analysis
| selected aspects with secure evidence
| greater breadth, depth and linkage across aspects
|-
| AFB II/III
| structured practice with visible steps
| more independent analysis, judgement and transfer
|}

The aim is not artificial difficulty. Both routes target precise, relevant English at B2, with parts of C1 as a learning orientation.

{{BR}}
= Optional Mediation =

A German teacher comment says: '''„Die These bleibt zu allgemein und beantwortet die Aufgabenstellung nur teilweise.“'''

Explain the problem to an English-speaking partner without translating word for word. Then give one concrete revision strategy.

'''Possible mediation idea:''' The thesis is too broad and does not respond to every part of the task. Narrow the claim, include the required focus and add a clear judgement or interpretation.

{{BR}}
= Hilfen: The ANSWER check =

[[Datei:Checklist.svg|350px|rahmenlos|center]]

{| class="wikitable"
! Letter
! Check
|-
| A
| '''Addresses''' the exact question
|-
| N
| Adds '''Nuance'''
|-
| S
| Controls the '''Scope'''
|-
| W
| Gives a clear '''Why'''
|-
| E
| Fits the available '''Evidence'''
|-
| R
| Gives the argument a '''Route'''
|}

Before writing the body paragraph, test the thesis against all six checks.

{{BR}}
= Feedback =

Use feedback that tells the writer what to revise.

{| class="wikitable"
! Instead of ...
! Say ...
|-
| “Good thesis.”
| “Your judgement is clear, but the scope is still too broad.”
|-
| “Too vague.”
| “Name the exact mechanism or condition that makes your claim true.”
|-
| “Needs evidence.”
| “Which detail from the material would prove this part of your thesis?”
|-
| “More analysis.”
| “Explain how the evidence supports your interpretation, not only what it shows.”
|}

'''Peer rule:''' Comment on the thesis, not on the person.

{{BR}}
= Fehleranalyse: Why weak theses fail =

{| class="wikitable"
! Error
! Weak move
! Repair
|-
| Topic-only
| “Migration is an important topic.”
| Turn the topic into an answer to the exact question.
|-
| Prompt-copy
| Repeats the wording of the task.
| Add your interpretation or judgement.
|-
| Absolute claim
| Uses always, never or everyone without support.
| Add conditions, degree or limitation.
|-
| List thesis
| Names three points without a controlling idea.
| State how the points connect to one central claim.
|-
| Evidence mismatch
| Makes a claim the material cannot support.
| Narrow or revise the thesis after checking the evidence.
|}

{{BR}}
= Transfer: New prompt, same skill =

'''Fictional analysis prompt:''' Analyse how a narrator presents belonging as unstable in a short story.

'''Weak thesis:''' The narrator uses many stylistic devices to show belonging.

'''Stronger thesis:''' By moving from inclusive group language to fragmented first-person reflection, the narrator presents belonging as fragile and conditional, guiding the reader from apparent community to isolation.

'''BF transfer:''' Identify the interpretation, the method and the effect.

'''LF transfer:''' Add one alternative reading and decide whether it changes the central thesis or only qualifies it.

{{BR}}
= Abi-Check Baden-Württemberg =

'''Stand: 02.10.2026 — Prüfungsjahrgang 2027.'''

The official 2027 English requirements are the reference point for this course. The LF written examination includes listening and writing tasks; current correction guidelines evaluate content and language separately. In the writing part, task fulfilment, focus, structure, coherence and language are central. The term '''thesis statement''' is not itself a separate official scoring box; here it is used as a practical strategy for meeting those broader requirements.

For BF and LF, the Bildungsplan explicitly differentiates by complexity and abstraction of texts and topics as well as the breadth, depth and differentiation of task processing. The target level at the end of the Kursstufe is B2, in parts C1.

For the 2027 English cohort, the official focus includes '''On the Move: Migration and Cross-Cultural Encounters'''. The examples in this MOOC use that context only as practice material; the thesis strategy transfers to other Abitur topics.

'''Check the current official version before an exam year:'''

[https://km.baden-wuerttemberg.de/de/schule/gymnasium/termine-und-informationen-zum-abitur Ministerium für Kultus, Jugend und Sport Baden-Württemberg: Termine und Informationen zum Abitur]

[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 Abitur 2027]

[https://km.baden-wuerttemberg.de/fileadmin/redaktion/m-km/intern/PDF/Dateien/Gymnasium/Dokumente_Abitur/Abitur_2027/Beurteilungs-_und_Korrekturrichtlinienerlass_Abitur_2027_Stand_07.07.2025.pdf Beurteilungs- und Korrekturrichtlinien Abitur 2027]

[https://www.bildungsplaene-bw.de/,Lde/BP2016BW_ALLG_GYM_BFOE_01 Bildungsplan Baden-Württemberg: Basisfach und Leistungsfach in der Oberstufe]

{{BR}}
= Folgekurs =

Continue with [[ABI - Evidence und reasoning verbinden|ABI - Evidence und reasoning verbinden]]. There you move from the thesis to coherent analytical paragraphs: claim → evidence → reasoning → link back to the task.

{{BR}}
= Interaktive Aufgaben =

{{BR}}
== Quiz: Teste Dein Wissen ==

{{MC}}

'''What is the main purpose of a thesis in an Abitur essay?'''
(To give a precise controlling answer to the task)
(!To repeat the topic in different words)
(!To list every possible idea)
(!To sound as complicated as possible)

{{E}}
<br>

{{MC}}

'''Which thesis is strongest for an assess task?'''
(The claim is only partly convincing because its validity depends on the quality of interaction)
(!The topic has advantages and disadvantages)
(!I will now discuss the claim)
(!There are many things to say about this issue)

{{E}}
<br>

{{MC}}

'''What does qualification do in a thesis?'''
(It adds a relevant limit, condition or degree)
(!It replaces evidence)
(!It makes every claim absolute)
(!It removes the writer's position)

{{E}}
<br>

{{MC}}

'''Which word most directly controls what kind of thinking a task requires?'''
(Operator)
(!Paragraph)
(!Headline)
(!Font)

{{E}}
<br>

{{MC}}

'''What should you check before keeping a thesis?'''
(Whether the available evidence can support it)
(!Whether it contains the longest words possible)
(!Whether it avoids all counterarguments)
(!Whether it includes every detail from the source)

{{E}}
<br>

{{MC}}

'''Which sentence is mainly a topic statement rather than a thesis?'''
(Migration is an important topic in many societies)
(!Migration can reshape belonging when social acceptance and self-definition come into conflict)
(!The claim is convincing only under specific conditions)
(!The narrator presents belonging as fragile through shifts in perspective)

{{E}}
<br>

{{MC}}

'''For an analyse task, what should a thesis normally provide?'''
(A central interpretation of how or why something is presented)
(!A personal rating without reference to the text)
(!A plot summary)
(!A list of quotations)

{{E}}
<br>

{{MC}}

'''What is a counterclaim?'''
(A serious opposing or limiting claim)
(!A spelling correction)
(!A source title)
(!A dictionary definition)

{{E}}
<br>

{{MC}}

'''What is the best use of a sentence frame?'''
(Use it as temporary scaffolding and adapt it to the task)
(!Copy it unchanged into every essay)
(!Use it instead of reading the prompt)
(!Use it to avoid making a judgement)

{{E}}
<br>

{{MC}}

'''What is the safest rule for AI-supported preparation when it is permitted?'''
(Verify claims and sources yourself and write the final argument independently)
(!Submit the generated essay unchanged)
(!Assume every generated quotation is accurate)
(!Upload private material without checking)

{{E}}
<br>

{{BR}}
== Memory ==

<div class="memo-quiz">
{|
|-
| Thesis || Controlling answer to the task
|-
| Qualification || Limit or condition that adds precision
|-
| Scope || Exact range of the claim
|-
| Evidence || Material that supports a claim
|-
| Counterclaim || Relevant opposing position
|-
| Coherence || Logical connection between ideas
|-
| Operator || Verb that signals the required thinking
|-
| Warrant || Reasoning that links evidence to claim
|}
{{E}}
<br>

{{BR}}
== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Ordne die richtigen Begriffe zu.
! Thema
|-
| '''Analyse'''
| Central interpretation of how or why something is presented
|-
| '''Assess'''
| Reasoned judgement using criteria
|-
| '''Compare'''
| Relationship between similarities and differences
|-
| '''Qualification'''
| Limit or condition that prevents overstatement
|-
| '''Evidence'''
| Material used to support the claim

|}
{{E}}

<br>
...
<br />

{{BR}}
== Kreuzworträtsel ==

<div class="kreuzwort-quiz">
{|
|-
| Thesis || What is the controlling answer to an essay question called?
|-
| Scope || What word means the exact range or limit of a claim?
|-
| Claim || What word means a statement you argue for?
|-
| Nuance || What word describes an added layer of precision or distinction?
|-
| Operator || What word names the task verb such as analyse or assess?
|-
| Coherence || What word means logical connection and consistency in an argument?
|}
{{E}}
<br>

{{BR}}
== LearningApps ==

<iframe> https://learningapps.org/index.php?s=ABI+-+Eine+klare+thesis+entwickeln </iframe>

{{BR}}
== Lückentext ==

<quiz display=simple>
{'''Vervollständige den Text.'''<br>
|type="{}"}
A strong thesis directly answers the { operator } and the exact task. It becomes more precise when you control its { scope }. A relevant limit or condition is called a { qualification }. Your claim must remain compatible with the available { evidence }. A logical connection between ideas creates { coherence }. Before submitting, you should check whether the thesis still gives a clear { answer } to the question.
</quiz>

<br>

{{BR}}
= Offene Aufgaben =

{{BR}}
=== Leicht ===
# [[Operatoren im Englisch-Abitur|Operator markieren]]: Nimm drei echte oder von der Lehrkraft bereitgestellte Abiturfragen und markiere jeweils operator, topic und scope.
# [[Thesis Statement|Weak-to-strong]]: Überarbeite drei schwache thesis statements so, dass jede Version die Frage direkt beantwortet.
# [[Wortbildung Englisch|Word-family card]]: Erstelle für claim, qualify, evidence und coherent je eine kleine Wortfamilie mit eigenem Beispielsatz.
# [[Argumentation|30-second pitch]]: Sprich eine thesis mit reason und qualification. Eine Aufnahme ist freiwillig und bleibt privat.

{{BR}}
=== Standard ===
# [[Textanalyse Englisch|Analysis thesis]]: Formuliere zu einem kurzen unbekannten Text eine thesis, die Interpretation, technique und effect verbindet.
# [[Peer-Feedback|ANSWER feedback]]: Prüfe eine Partner-thesis mit dem ANSWER-Check und formuliere zwei konkrete Revisionshinweise.
# [[Interkulturelle Kompetenz|Cross-cultural prompt]]: Bearbeite die Frage, ob Kontakt allein zu besserem Verständnis führt, mit einer differenzierten thesis und zwei Belegen aus dem fiktiven Material.
# [[Mediation Englisch|Mediation]]: Erkläre einen deutschen Lehrerkommentar zu einer zu allgemeinen thesis auf Englisch und schlage eine konkrete Verbesserung vor.

{{BR}}
=== Schwer ===
# [[Materialgestütztes Schreiben|Material synthesis]]: Verbinde zwei kurze Materialien zu einer thesis, die Gemeinsamkeiten, Spannungen und Grenzen berücksichtigt.
# [[Gegenargument|Counterclaim test]]: Formuliere die stärkste Gegenposition zu Deiner thesis und entscheide, ob Du Deine thesis beibehältst, einschränkst oder neu formulierst.
# [[Abitur Englisch|Timed Abi drill]]: Analysiere eine Abiturfrage unter Zeitdruck, entwickle eine thesis und skizziere drei Body-Paragraph-Funktionen ohne einen vollständigen Ersatzaufsatz zu schreiben.
# [[Quellenkritik|AI and source check]]: Prüfe eine von der Lehrkraft bereitgestellte KI-Aussage oder fiktive Quellenangabe systematisch auf Nachweisbarkeit, Passung und mögliche Fehler; verwende keine privaten Daten.

{{:Offene Aufgabe - MOOC erstellen}}

{{BR}}
= Lernkontrolle =

# [[Transferleistung|Prompt transfer]]: Du erhältst zwei unterschiedlich formulierte Fragen zum selben Thema. Entwickle zwei verschiedene theses und begründe, warum dieselbe Standardthese nicht beide Aufgaben angemessen beantwortet.
# [[Textanalyse Englisch|Evidence-thesis fit]]: Prüfe vier Belege zu einer vorgegebenen thesis. Entscheide, welche wirklich tragen, und überarbeite die thesis, wenn die Beleglage zu eng ist.
# [[Argumentation|Qualification challenge]]: Verwandle eine absolute These in eine differenzierte These, ohne sie so vorsichtig zu machen, dass keine Position mehr erkennbar ist.
# [[Vergleich|Compare task]]: Entwickle aus zwei kurzen, kontrastierenden Materialien eine vergleichende thesis, die nicht nur Gemeinsamkeiten und Unterschiede aufzählt.
# [[Fehleranalyse|Thesis diagnosis]]: Analysiere eine schwache thesis, benenne zwei konkrete Probleme und schreibe eine stärkere Version mit Begründung.
# [[Mündliche Prüfung Englisch|Defend your thesis]]: Verteidige Deine thesis gegen eine kritische Rückfrage und erkläre, welche neue Evidenz Dich zu einer Revision bewegen würde.

{{BR}}
= Lernnachweis =

Für einen Lernnachweis zu diesem Thema ist wichtig:
# Du kannst operator, object und scope einer Abiturfrage zuverlässig bestimmen.
# Du kannst eine thesis formulieren, die die Frage direkt beantwortet.
# Du kannst absolute oder zu allgemeine Aussagen sinnvoll qualifizieren.
# Du kannst thesis, evidence und reasoning logisch verbinden.
# Du kannst zwischen BF-Strukturhilfe und LF-selbstständiger Materialverknüpfung sicher wechseln.
# Du kannst Feedback nutzen, typische Fehler diagnostizieren und Deine thesis gezielt überarbeiten.
# Du kannst Deine thesis mündlich erklären und auf einen Gegenpunkt reagieren.
# Du prüfst Quellen und KI-Angaben selbstständig und gibst keine ungeprüften Ersatztexte als eigene Leistung aus.

<br>
<br>

{{BR}}
= OERs zum Thema =

<iframe> https://en.m.wikipedia.org/wiki/Thesis_statement </iframe>

'''Freie Medien in diesem aiMOOC:''' Die eingebundenen Bilder stammen von Wikimedia Commons und verlinken über die Dateiseiten auf Lizenz- und Urheberangaben. Die YouTube-Videos werden als externe Lernmedien eingebettet; vollständige Pflichttexte oder unzulässige Filmsequenzen werden nicht reproduziert.

<br>

{{BR}}
= Verknüpfte Lernbereiche =

{| align=center
{{:D-Tab}}
'''[[ABI - Eine klare thesis entwickeln]]'''
# [[Abitur Englisch]]
# [[Englisch Kursstufe]]
# [[Argumentation]]
# [[Textanalyse Englisch]]
# [[Essay Writing]]
# [[Thesis Statement]]
# [[Operatoren im Englisch-Abitur]]
# [[Peer-Feedback]]
# [[Quellenkritik]]
# [[Mediation Englisch]]
|}

[[Kategorie:Englisch]]
[[Kategorie:Abitur]]
[[Kategorie:Baden-Württemberg]]
[[Kategorie:Kursstufe]]
[[Kategorie:Basisfach]]
[[Kategorie:Leistungsfach]]
[[Kategorie:Schreiben]]
[[Kategorie:Argumentation]]
[[Kategorie:Textanalyse]]
[[Kategorie:Fremdsprachenunterricht]]
[[Kategorie:Medienbildung]]
[[Kategorie:Klasse 11-13]]

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

ABI - Eine klare thesis entwickeln - Versionsgeschichte

Glanz: aiMOOC über GPT aiMOOC Action erstellt