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ABI LF - Literarische oder nicht-literarische Prüfungsaufgabe auswählen

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ABI LF - Literarische oder nicht-literarische Prüfungsaufgabe auswählen

Mini-Beschreibung: Trainiere die schnelle Entscheidung zwischen literarischer und nicht-literarischer Aufgabenoption anhand von text access, thematic knowledge, analysis potential und writing potential. Zielgruppe: Englisch als fortgeführte Fremdsprache, Kursstufe Baden-Württemberg, Leistungsfach. Du arbeitest in kurzen decision rounds und begründest Deine Auswahl fachlich.

Recherche-Stand: 02.10.2026. Maßgeblich bleiben die aktuellen offiziellen Vorgaben, schulischen Hinweise und der für Deinen Prüfungsjahrgang gültige Facherlass.

Literary option: narrative voice, characterization, setting, structure, language.

Non-literary option: line of argument, structure, register, communicative strategies, language.

Einleitung

In the 2027 written English Abitur in Baden-Württemberg, the Leistungsfach exam contains Listening and Writing. For the writing part, you choose between one task based on a literary text and one based on a non-literary text. Your aim is not to pick the text that looks nicest at first sight. Your aim is to identify the option that gives you the strongest combination of understanding, evidence, contextual knowledge, analysis and writing possibilities.

The official 2027 framework states approximately 255 minutes of working time including selection time: about 30 minutes for listening and 225 minutes for writing. A 15-minute break takes place between the two parts and must be planned additionally.

For Teil II, the text basis is unfamiliar. Additional visual or discontinuous material such as images, cartoons, diagrams or statistics may be included. The tasks cover an aspect-based summary, text-based analysis and a choice between a personal response and a creative/functional writing task.

Official check: Facherlass Abitur 2027, Englisch · IQB accompanying documents and 2027 operators

Media entry: read like a decision-maker

Viewing task: Watch a short section. Note one idea about why close reading matters. Then transfer it to the Abitur: What would count as evidence that a literary option is genuinely workable for you?

A fast choice is still an evidence-based choice. You do not need a complete analysis before deciding, but you should be able to see where an analysis could go.

I-can goals

I can classify a task as literary or non-literary from text features and task wording.
I can identify what the operator requires before I choose.
I can test text access without translating the whole text.
I can connect an option to relevant thematic and contextual knowledge.
I can predict useful analysis points and textual evidence.
I can judge whether the final writing task gives me enough ideas for a coherent response.

Prior knowledge: 60-second retrieval

Without notes, complete these four sentence starters in English:

Prompt	Your quick response
A literary analysis becomes strong when ...	...
A non-literary analysis becomes strong when ...	...
Evidence means ...	...
The operator matters because ...	...

If one box stays empty, mark it as your first revision target.

2027 exam map: written exam versus communication exam

Component	What matters here
Written exam – Listening	About 30 minutes; unfamiliar English audio; possible multiple choice, matching and short-answer formats.
Break	15 minutes additional to the working time.
Written exam – Writing	225 minutes including selection time; one literary and one non-literary option are presented.
Communication exam	Separate oral component. Train monologic and dialogic speaking; do not confuse its preparation with the written task-selection routine.

The Landesbildungsserver describes the communication format with preparation time plus monologic and dialogic speaking. Your school communicates the current organisational details.

Listening and viewing: switch modes quickly

For listening, do not carry unfinished doubts into the selection phase. After the 15-minute break, reset: new part, new evidence, new decision.

Mini-routine after the break: read both task heads first, underline operators, scan source type, then start a timed comparison.

Reading: text access before vocabulary panic

English first. Do not translate line by line. Use this help ladder in order:

Step	Strategy
1	Infer from context: who speaks, to whom, about what, with what attitude?
2	Use word formation: prefix, suffix, word family, part of speech.
3	Visualise: who or what is connected, contrasted or changing?
4	Explain the unknown word in simple English.
5	Use an English dictionary.
6	Use a bilingual dictionary only when the unresolved word is genuinely relevant.
7	Ask for a short German clarification in learning situations, not as a substitute for reading.

LF stretch: A text can contain difficult words and still be the better option if the argument, narrative situation and evidence are clear to you.

Context vocabulary and word formation

Core word	Useful family	Exam use
narrate	narrator – narrative – narration	literary analysis
persuade	persuasive – persuasion – persuasively	non-literary analysis
argue	argument – argumentative – arguably	line of argument
characterize	character – characterization – characteristic	fiction
imply	implication – implicit – implicitly	evidence-based inference
evaluate	evaluation – evaluative	AFB III / judgement

Quick check: If you can paraphrase an unknown word with a word family, you usually do not need a German translation.

What the official analysis categories suggest

Literary text	Non-literary text
use of language	structure
narrative techniques	use of language
narrative situation, point of view, characterization, plot/time structure, setting	communicative strategies, forms of address, statistics, references, quotations, examples, perspective

Both task types require evidence. The question is not “Which category is easier?” but “Which option gives me more precise, relevant and explainable evidence?”

Visual material can change the better option

If a task includes a cartoon, graph, poster or image, check whether you can analyse its function rather than merely describe it. Useful categories can include composition, proportion, scale, symbolism, perspective, captions, headings and slogans.

A simple rule: visual material is a benefit only if you can connect it to the linear text and the task.

Decision Round 1: task head only — 45 seconds

Read only the two task heads. Ask:

Literary option	Non-literary option
What exactly must I analyse?	What exactly must I analyse?
Which operator controls the response?	Which operator controls the response?
What knowledge connection is visible?	What knowledge connection is visible?

Do not decide yet. You are building a prediction.

Decision Round 2: text access — 60 seconds

For each option, scan the opening, ending and paragraph structure. Give each option a quick note:

Access strong = I can state the central situation or claim and follow the text movement.

Access workable = I understand the core but need selective dictionary support.

Access risky = I cannot yet explain who wants what, what changes or how the argument moves.

No full translation. No dictionary marathon.

Decision Round 3: thematic knowledge — 60 seconds

For each option, write three content anchors from memory. They may relate to the 2027 focus On the Move: Migration and Cross-Cultural Encounters, the compulsory works or the required USA/UK topic fields, depending on the task.

A content anchor is useful only if you can connect it to the actual material. Name-dropping a work without a relevant link does not increase your writing potential.

Decision Round 4: analysis potential — 90 seconds

For the literary option, try to name two narrative or language features and one likely effect.

For the non-literary option, try to name two structural, language or communicative features and one likely effect.

If you can already point to concrete passages or patterns, that is strong evidence for the option.

Decision Round 5: writing potential — 60 seconds

Look ahead to Teil II.3. Can you imagine a coherent personal response or target text? The official framework allows forms such as article, blog entry, email, letter, letter to the editor and speech manuscript for creative/functional writing tasks.

Ask: Can I develop more than one argument? Can I use the material meaningfully? Can I maintain the required register and audience awareness?

Viewing focus: Identify one planning move that would improve your writing potential before you start drafting.

The 4-factor selection matrix

Use this only for practice. In the real exam, the aim is speed, not paperwork.

Factor	Literary	Non-literary
Text access	low / workable / strong	low / workable / strong
Thematic knowledge	low / workable / strong	low / workable / strong
Analysis potential	low / workable / strong	low / workable / strong
Writing potential	low / workable / strong	low / workable / strong

Decision principle: Prefer the option for which you can already see a defensible route through summary, analysis and final writing. Do not choose only because the topic sounds familiar.

Practice set: two fictional task options

The following data and extracts are fictional and created for training. They are not original Abitur material and do not reproduce compulsory texts.

Option A – literary A first-person narrator has recently moved to a large city. In a short scene, the narrator enters a crowded train, observes fragments of conversations in several languages and repeatedly describes reflections in the window. The final sentence shifts from “they” to “we”.

Possible task focus: Analyze how the narrator’s changing sense of belonging is conveyed. Focus on narrative techniques and use of language.

Option B – non-literary A magazine commentary argues that cities should invest more in multilingual public services. It opens with a personal anecdote, introduces survey data, anticipates a counterargument and ends with a direct call to local authorities.

Possible task focus: Analyze how the author builds the argument and persuades the audience. Focus on structure, use of language and communicative strategies.

Decision sprint: Give yourself three minutes. Choose provisionally. Then write exactly three reasons based on the four-factor matrix.

Analysis: claim – evidence – function

A useful LF pattern is:

Claim: Name the relevant technique or strategy.

Evidence: Refer precisely to the text.

Function: Explain how it shapes meaning, perspective, argument, tone or audience response.

Weak analysis stops at naming. Stronger analysis connects feature, evidence and function to the task.

This video uses a different exam system, but the annotation principle transfers: identify task-relevant evidence, group patterns and connect them to an analytical claim. Do not copy a foreign exam template mechanically.

Speaking: explain your choice in 30 seconds

Use this micro-format with a partner:

I would choose ... because the text is accessible in terms of ..., I can connect it to ..., and the analysis task gives me clear evidence such as ... . The main risk is ..., but I can manage it by ... .

Partner feedback: Did the speaker justify the choice with evidence rather than preference?

Writing: plan before you commit

Before writing the full response, test your chosen option with a mini-outline:

Part	Minimum proof of workability
Summary	I can state the required aspect and text movement.
Analysis	I can group at least two relevant analytical patterns with evidence.
Final task	I have a clear position, purpose and audience plus several developed ideas.

If the outline collapses after two minutes, re-check the alternative before you invest substantial time.

Mediation: relevant for the course, not the written 2027 exam structure

In the qualification phase, mediation competence is still trained and assessed. The 2027 written Abitur structure described in the Facherlass consists of listening and writing. Keep these two facts separate.

Transfer task: Summarise your four-factor selection method in concise German for a younger student without translating every English term.

Support ladder and differentiation

Support	Use it when ...
Keyword frame	you understand the text but cannot organise the comparison.
Analysis word bank	you recognise effects but lack precise terminology.
Sentence starters	you need support connecting evidence to function.
No scaffold	you can compare both options independently and justify your choice.
LF extension	you add ambiguity, counter-readings, material links and a differentiated judgement.

For Leistungsfach level, aim for greater breadth, depth and text complexity, differentiated evidence-based analysis, independent links between materials and stronger AFB II/III performance.

Feedback: what makes a good task choice?

Good feedback does not say “You chose the right text.” Instead it checks the quality of the reasoning.

Feedback question	Evidence to look for
Was the operator understood?	The student paraphrases the required action accurately.
Was text access tested?	The student identifies central situation/claim without full translation.
Was knowledge relevant?	Context is connected to the exact task.
Was analysis feasible?	Concrete features and evidence are visible.
Was writing potential realistic?	The student can outline a coherent final response.

Error analysis: common traps

Trap: Topic attraction. “I like migration, so I choose this.” Repair: Check task demand and evidence first.

Trap: Vocabulary panic. One difficult paragraph makes you reject a workable text. Repair: Test global understanding before dictionary use.

Trap: Technique counting. You list devices but cannot explain their function. Repair: Link each feature to meaning, intention or audience effect.

Trap: Knowledge dump. You reproduce learned background without using the material. Repair: Make every context point answer the task.

Trap: Creative-task illusion. A speech or article looks easy because it feels free. Repair: Check audience, purpose, register, material link and developed content.

AI and source check

Your Abitur analysis and writing must remain your own work. For preparation, AI output is not a substitute for a complete practice essay. If you use AI-supported explanations outside the exam, verify factual claims against reliable sources and compare them with the official operator definitions and your course materials.

Do not upload exam texts, personal data, classmates’ recordings or private school material to external services without permission. Practice data here are fictional. Audio or video recordings for speaking practice are voluntary and should remain private unless everyone involved has agreed to sharing.

Abi-Check: 20-second final decision

Before committing, complete the sentence:

I choose the __________ option because I can understand the text’s core movement, connect relevant knowledge, identify several task-specific analysis points with evidence, and see a workable route for the final writing task.

If you cannot complete one part honestly, compare the alternative once more.

Time planning 2027

The official framework gives approximately 255 minutes working time including selection time. Plan the separate 15-minute break additionally.

A practice model for Teil II can be:

Phase	Practice target
Compare both options	about 8–12 minutes
Read and annotate chosen material	about 25–35 minutes
Plan summary and analysis	about 15–20 minutes
Write summary and analysis	main working block
Plan and write final task	protected working block
Revise	reserve a final check for content, evidence, structure and language

This is a training model, not an official minute-by-minute prescription. Adapt it to your pace through timed practice.

Follow-up course

Continue with ABI LF - 225-Minuten-Schreibteil planen und durchführen and train a complete exam workflow after the selection decision.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What should be checked before choosing an option? (Text access, thematic knowledge, analysis potential and writing potential) (!Only the title of the text) (!Only the number of unknown words) (!Only personal interest in the topic)

Which analysis category is especially typical of literary texts in the 2027 framework? (Narrative techniques) (!Statistical reliability) (!Source bibliography) (!Footnote design)

Which category is especially typical of non-literary analysis? (Communicative strategies) (!Rhyme scheme in every text) (!Stage directions in every text) (!Character constellation in every text)

What is the best first response to an unknown word? (Use context and word formation) (!Translate the whole paragraph into German) (!Reject the task immediately) (!Ignore the entire sentence)

What does strong analysis add after identifying a feature? (Evidence and function) (!A list of unrelated devices) (!A full plot retelling) (!A German translation)

How long is the additional break between Listening and Writing in the 2027 framework? (15 minutes) (!5 minutes) (!30 minutes) (!45 minutes)

What is included in the approximately 255 minutes of working time? (Selection time) (!The additional break) (!Travel time to school) (!The communication exam)

What can be part of additional material in the writing task? (Diagrams and images) (!A complete compulsory novel) (!An unrestricted internet search) (!A private class chat)

Which statement describes a useful thematic connection? (It links relevant background knowledge to the actual task and material) (!It lists every fact learned in class) (!It replaces textual evidence) (!It avoids the task wording)

What is the aim of a quick decision round? (To predict which option offers the stronger workable route) (!To write the complete analysis) (!To translate both texts) (!To memorise the dictionary)

Memory

Text access	Core meaning is understandable without full translation
Narrative techniques	Point of view, characterization, time and setting
Communicative strategies	Address, examples, statistics and perspective
Writing potential	Enough ideas for a coherent target text
Evidence	Precise support from the material
Operator	The action the task requires

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Narrative techniques	Literary analysis
Communicative strategies	Non-literary analysis
Context clues	Vocabulary access
Audience and purpose	Writing potential
Claim and evidence	Analytical reasoning

Kreuzworträtsel

Narrator	Who tells a fictional story?
Register	What term describes a level or style of language?
Audience	Who is a non-literary text trying to reach?
Setting	What term covers place and time in a narrative?
Evidence	What supports an analytical claim from the material?
Structure	What describes the organisation of an argument?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Task-Head-Scan: Erfinde zwei kurze englische Aufgabenköpfe, einen literarischen und einen nicht-literarischen, und markiere jeweils den Operator.
Vocabulary-Ladder: Wähle sechs anspruchsvolle englische Wörter aus Deinem Kursmaterial und dokumentiere, wie Du sie erst über Kontext und Wortbildung erschließt.
30-Sekunden-Begründung: Nimm eine kurze Begründung Deiner Aufgabenwahl auf. Die Aufnahme ist freiwillig und bleibt privat.
Visual-Function: Suche ein frei lizenziertes Diagramm oder Bild und notiere drei Möglichkeiten, wie es in eine Textanalyse funktional eingebunden werden könnte.

Standard

Decision-Round: Erstelle zwei fiktive Textskizzen mit je einem Analyseauftrag und entscheide in drei Minuten anhand der vier Faktoren.
Evidence-Map: Markiere in einem Übungstext fünf relevante Belege und ordne jedem eine mögliche Analysefunktion zu.
Writing-Potential-Test: Plane für beide Optionen jeweils eine persönliche Stellungnahme oder Zieltextsorte und vergleiche, welche Planung tragfähiger ist.
Peer-Feedback: Tauscht nur eure Entscheidungsbegründungen aus und prüft, ob sie auf Operator, Textzugang, Wissen und Belegen beruhen.

Schwer

Ambiguity-Check: Formuliere für eine literarische Passage zwei plausible Deutungen und entscheide, welche durch die stärkeren Textbelege gestützt wird.
Rhetorical-Strategy-Analysis: Analysiere einen frei zugänglichen Kommentar oder eine Rede hinsichtlich structure, use of language und communicative strategies.
Timed-Selection-Simulation: Simuliere die Auswahlphase mit zwei anspruchsvollen unbekannten Texten und dokumentiere Deine Entscheidung nach maximal zehn Minuten.
Transfer-Design: Entwickle ein eigenes Mini-Training für jüngere Lernende, das ihnen die vier Faktoren erklärt, ohne eine fertige Musterlösung vorzugeben.

Lernkontrolle

Transfer zwischen Textsorten: Erkläre an zwei unbekannten Kurztexten, warum dieselbe sprachliche Technik in einem literarischen und einem nicht-literarischen Text unterschiedliche Funktionen haben kann.
Entscheidung unter Unsicherheit: Du verstehst den literarischen Text sprachlich besser, hast aber beim nicht-literarischen Text deutlich mehr Analyseideen. Entwickle eine begründete Entscheidungsstrategie.
Operatoren-Transfer: Vergleiche analyze und evaluate und zeige, wie sich dadurch Planung und Belegführung verändern.
Materialverknüpfung: Entwirf eine Analyseidee, die einen linearen Text sinnvoll mit einem Diagramm verbindet, ohne das Diagramm nur zu beschreiben.
Fehlerdiagnose: Überarbeite eine fiktive Entscheidungsbegründung, die nur auf Themeninteresse und Wortschatz basiert, zu einer fachlich tragfähigen Begründung.
Zeitmanagement: Entwickle aus eigenen Übungsdaten einen realistischen Plan für die 225 Minuten des Schreibteils und begründe Deine Zeitreserven.

Lernnachweis

Für einen Lernnachweis zu diesem Thema solltest Du zeigen können, dass Du:

literarische und nicht-literarische Aufgaben sicher unterscheidest,
Operatoren korrekt verstehst und in Arbeitsaufträge übersetzt,
Textzugang ohne vollständige Übersetzung prüfst,
thematisches Wissen relevant mit dem Material verknüpfst,
Analysepotenzial anhand konkreter Belege einschätzt,
writing potential mit Blick auf purpose, audience, register und content beurteilst,
Deine Aufgabenwahl in kurzer Zeit nachvollziehbar begründest,
Leistungsfach-Niveau durch differenzierte, belegte Analyse und selbstständige Materialverknüpfung erreichst.

OERs zum Thema

OER note: Use freely licensed or legally embeddable media for practice. Do not reproduce complete compulsory texts or unauthorised film sequences.