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ABI - Material in eigene Argumentation integrieren

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ABI - Material in eigene Argumentation integrieren

Mini-Beschreibung: Use source material as evidence or as a point of reference for your own line of argument. Do not repeat the previous analysis. Select, transform, connect and evaluate what is relevant.

Media entry task: Watch selected parts of the video. Write down one example of strong evidence and one example of evidence that looks relevant but does not really prove the claim. Then explain the difference in one English sentence.

Einleitung

This aiMOOC is for Englisch als fortgeführte Fremdsprache in der Kursstufe Baden-Württemberg, designed as a shared course for Basisfach BF and Leistungsfach LF. The main skill is simple but demanding: material should do a job inside your argument.

A strong paragraph usually moves like this:

Your point → selected source element → explanation → link back to your argument.

The source is therefore not a second topic. It is evidence, a counterpoint, an example, a starting point or a reference.

BF path: work with fewer, clearly selected materials, shorter argument chains and more scaffolding.

LF extension: connect several materials, weigh conflicting evidence, qualify claims and make the source-to-argument link more independently.

Language target: B2 throughout, with selected C1-oriented strategies where they improve precision. Difficulty comes from thinking, not from unnecessarily complicated English.

Official 2027 check: Baden-Württemberg

Checked for the 2027 examination year: The current official framework for English in Baden-Württemberg distinguishes BF and LF by complexity, abstraction, breadth, depth and differentiation. The overall target is B2, in parts C1.

For the Leistungsfach, the written Abitur 2027 includes listening and writing. The writing task includes reading comprehension, analysis and a final writing task. A personal statement can require explicit reference to material. The revised IQB operator set applies from the 2027 examination year.

For the Basisfach, course assessment across the four half-years includes listening, reading, analysis, mediation and different writing tasks as well as monologic and dialogic speaking. The Abitur route is oral rather than the LF written examination format.

Important: Always check the official documents for your own examination year and school setting because examination specifications are year-specific.

I-can goals

I can build my own line of argument and use source material to strengthen it rather than replace it.
I can select relevant evidence from a text, statistic, image, quotation or audio source.
I can paraphrase accurately without copying wording or changing meaning.
I can integrate evidence with a clear signal phrase or reference.
I can explain the relevance of evidence instead of leaving it unexplained.
I can qualify evidence by noticing limits, perspective, representativeness and uncertainty.
I can write an independent paragraph that moves from claim to evidence to reasoning.
I can use material in discussion without reading it out or merely summarising it.

Prior knowledge: 90-second diagnostic

Read the two mini-paragraphs.

A: Many students find online information difficult to assess. Material A says that misinformation is a problem. Material B also says that misinformation is a problem. This shows that misinformation is a problem.

B: Schools should teach source-checking explicitly. In the fictional survey in Material A, a majority of respondents say they often struggle to verify online claims. The figure does not prove that a new school course would solve the problem, but it indicates a clear need for guided practice.

Decide which paragraph uses material more effectively. Explain your choice with the words claim, evidence and reasoning.

Core method: from material to argument

Do five things:

Make your point. State the claim you want to defend.
Select. Take only the source element that is relevant to this claim.
Integrate. Paraphrase, quote briefly, describe a visual or refer to data.
Explain. Show what the evidence means and how it supports, limits or challenges your point.
Return. Link the source back to your own reasoning and continue your argument.

German help only if needed: Materialbezug heißt nicht Materialwiedergabe. Entscheidend ist die Verbindung zwischen Beleg und eigener Aussage.

Five useful source roles

Source role	What you do	Useful language
Evidence	Support a claim	This supports the view that ... / The data suggest that ...
Point of reference	Start from a quotation, image or claim	Taking the quotation as a starting point, ...
Counter-evidence	Complicate your own position	However, the source also indicates that ...
Example	Make an abstract point concrete	The case described in the material illustrates ...
Qualification	Limit an overgeneralised claim	This evidence is useful, but it does not show whether ...

The paragraph pattern: C-E-R-L

C – Claim: What do you argue?

E – Evidence: Which source detail helps?

R – Reasoning: Why does this detail matter?

L – Link: How does it advance your overall argument?

Do not turn CERL into a rigid formula. Use it as a planning tool. In a fluent final text, the parts may merge naturally.

Listening and Viewing

Viewing task: Note three ideas about what makes an argument logically convincing. Then connect one idea to your own writing practice.

BF: Write three bullet-point notes and one 60-word reflection.

LF: Add one limitation: What does logical validity alone not tell you about the quality of real-world evidence?

Datei:Wikimedia UK's Information Literacy work.webm

Listening/viewing transfer: Identify one claim and one piece of supporting evidence. Then ask: Does the evidence actually prove the claim, or does it only make the claim more plausible?

Reading

Use short, legally accessible texts rather than reproducing full copyrighted exam texts.

Reading focus: Before you write, mark only what can serve your argument.

Mark	Meaning	Question
C	claim	What does the source assert?
E	evidence	What proof, example or data is offered?
L	limitation	What does the material not establish?
P	perspective	Who speaks, from which position?
X	connection	Which part can I connect to my own thesis?

Reading rule: If a detail cannot help you answer the task, it probably does not belong in your paragraph.

Source integration is not summary

A summary answers: What does the source say?

A synthesis answers: How do source ideas relate to one another and to my question?

An argument answers: What do I conclude, and how does selected material help me justify that conclusion?

Kontextwortschatz und Wortbildung

Use this order before asking for German help:

Context: infer meaning from the sentence and surrounding ideas.
Word formation: identify prefix, root and suffix.
English explanation: define the word in simple English.
Dictionary: check an English learner's dictionary.
German support: use a bilingual dictionary only if the meaning is still unclear.

Word family	Meaning in argumentation	Example
evidence → evidential	information used to support a claim	The evidence suggests a pattern.
relevance → relevant	direct connection to the question	This statistic is relevant because ...
represent → representative	typical enough to support a broader claim	The sample may not be representative.
reliable → reliability	degree to which a source can be trusted	Its reliability depends on the method.
qualify → qualification	limit a claim to make it more accurate	This needs qualification.
contradict → contradiction	show that claims or evidence conflict	Material B contradicts this assumption.

Useful verbs: indicates, suggests, illustrates, supports, challenges, complicates, qualifies, undermines, reinforces, contradicts.

Avoid automatic overclaiming: proves, clearly proves, definitely shows. Use these only when the evidence really justifies certainty.

Visualisation: build an evidence map

Create a quick map before writing:

Main claim → reason 1 → source evidence → explanation

Main claim → reason 2 → counter-evidence → qualification

Main claim → conclusion

BF: one main claim, two reasons, one source element per reason.

LF: one main claim, at least two reasons, at least two materials, one explicit tension or limitation.

Analyse: stop analysing, start using

The previous task may have asked you to analyse structure, language or communicative strategies. In the next task, do not repeat that analysis unless it helps your new purpose.

Weak transition from analysis to argument: The author uses statistics and a serious tone. The author also uses examples. The author wants to convince the reader.

Better argumentative use: The article's statistic can support the case for stronger media-literacy education because it points to a measurable gap between confidence and verification skills. However, the figure alone cannot show which teaching method would be most effective.

Key move: transform an analysed feature into a reason, limitation or piece of evidence inside your own argument.

Fictitious practice material

All data below are fictional and exist only for practice.

Material A – fictional survey: In a fictional 2026 survey of 800 upper-secondary students, 62 percent say they have shared an online claim before checking its original source. 71 percent say they would like more practice in evaluating digital evidence.

Material B – fictional statement: A fictional head teacher argues that media literacy should be taught across subjects rather than in a separate course.

Material C – fictional counterpoint: A fictional student council statement warns that adding new compulsory content may reduce time for subject-specific learning.

Task: Discuss whether schools should make source-checking an explicit part of upper-secondary education. Use at least two materials as evidence or points of reference.

BF scaffold: one clear position, two arguments, one counterargument, references to A and either B or C.

LF extension: connect all three materials, distinguish evidence from opinion, qualify the survey data and resolve the tension between curricular time and cross-curricular responsibility.

Mini-model, not a replacement essay

Schools should teach source-checking explicitly, but it does not need to become a separate subject. In the fictional survey, 71 percent of respondents ask for more practice in evaluating digital evidence. This result cannot establish which teaching model works best, yet it suggests that students themselves perceive a need. The fictional head teacher's proposal therefore offers a plausible compromise: source-checking could be practised in English, history, science and other subjects without creating an additional course.

Notice: The paragraph does not retell every material. It selects, interprets and connects.

Speaking

One-minute evidence debate:

Speaker A makes one claim.

Speaker B must respond with one source-based reference.

Speaker A then explains why that material strengthens, weakens or only partly affects the original claim.

Useful phrases:

Referring: According to the data ... / The material points to ... / The example in the source illustrates ...

Evaluating: This is relevant because ... / This only partly supports the claim because ... / The source does not tell us whether ...

Responding: I agree with that interpretation, but ... / A different reading would be ... / The stronger point is ...

Recording: Audio or video recording is voluntary and should stay private unless everyone involved has explicitly agreed to another use. Do not upload recordings without permission.

Writing

Before writing:

Identify the exact task and operator.
Write your own answer in one sentence.
Choose only relevant source elements.
Decide the function of each source element.
Plan where you will explain relevance and limits.

During writing:

Lead with your argument, not with the source.
Keep source references short.
Use your own words whenever possible.
Explain every important source reference.
Keep your line of argument visible.

After writing:

Underline your claims.
Circle material references.
Box the reasoning that connects both.
If a circle has no box, you probably have a quote dump or summary dump.
If a claim has no evidence where evidence is needed, strengthen it.

Signal phrases without losing your own voice

Function	Possible phrasing
Introduce	The material suggests that ... / The author argues that ...
Paraphrase	The source presents ... as ... / The data indicate ...
Connect	This matters because ... / This supports the argument that ...
Qualify	However, this does not establish ... / The figure is limited by ...
Compare	While Material A emphasises ..., Material B focuses on ...
Conclude	Taken together, the materials suggest ...

Viewing focus: Watch the sections on signal phrases and source attribution. Note two phrases you could realistically use in an Abitur-style response. Do not copy a full model paragraph.

Quote, paraphrase or summary?

Quote only when exact wording matters.

Paraphrase when the idea matters more than the wording.

Summarise when you need only the broad point.

For argumentation, a precise paraphrase is often more useful than a long quotation because it keeps your own voice in control.

Mediation option

A mediation task is not a word-for-word translation.

Scenario: A German-language school report contains a short section on students' difficulties with online source evaluation. You are writing an English briefing for an international partner school.

Task: Select only the information relevant to the partner school's question, explain it in natural English and adapt cultural or institutional details where necessary.

Transfer to argumentation: Selection and purpose are the same core skills: not everything in the source belongs in your response.

Source checking and responsible AI use

Before using any claim, statistic or quotation, ask:

Who produced it?
What evidence is actually provided?
Is the evidence relevant to my claim?
Does the source distinguish fact, interpretation and opinion?
Can I verify key information in another reliable source?

AI rule for this course: Write and analyse independently. If your teacher permits AI as a learning aid, verify factual claims, quotations and sources yourself. Do not submit AI-generated replacement essays. Do not send private school materials, personal recordings or unpublished work to external AI services without explicit permission.

BF/LF differentiation

Area	BF	LF
Material set	fewer, shorter, more clearly structured sources	broader set, greater text complexity, conflicting perspectives
Planning	visible CERL scaffold	independent architecture of argument
Source use	one relevant source move per main point	synthesis across materials and source roles
Evaluation	identify an obvious limitation	weigh reliability, representativeness, scope and counter-evidence
Language	clear B2 argumentation	precise B2 with selective C1-oriented nuance
AFB focus	secure AFB I and II with guided transfer to III	more independent AFB II and III

Hilfen

If you get stuck, use the ladder:

State your answer to the question in plain English.
Add one reason.
Find one source detail that fits that reason.
Explain why it fits.
Add one limitation or counterpoint.
Rewrite for clarity.

Sentence starter bank: One reason is that ... / The material supports this because ... / This is significant because ... / However, the evidence is limited by ... / Therefore, ...

Dictionary rule: context first, word formation second, English dictionary third, German help last.

Feedback

Use this short peer-feedback grid.

Check	Yes	Not yet
The writer has a clear own claim.	□	□
Material is selected rather than retold.	□	□
Each important source reference is explained.	□	□
Limits or counter-evidence are handled fairly.	□	□
The paragraph returns to the task.	□	□
Language is clear enough to follow the reasoning.	□	□

Feedback language: Your strongest source-to-claim link is ... / One place where the material is still only summarised is ... / The reasoning would become clearer if ...

Fehleranalyse

Error	Symptom	Repair
Summary drift	The paragraph retells the material.	Start with your own claim and cut irrelevant details.
Quote dump	A quotation appears without explanation.	Add what it shows and why it matters.
Name-dropping	The source is mentioned but not used.	State the exact relevant point.
Overclaiming	A statistic is treated as absolute proof.	Use suggest, indicate or support and add limits.
Source confusion	Opinion is presented as fact.	Identify source type and evidence basis.
Repeated analysis	You again discuss stylistic devices without argumentative purpose.	Use only the analysed feature that helps your new claim.
AI-source error	A quotation or study cannot be verified.	Remove it or replace it with a verified source.

Transfer

Choose a new topic such as artificial intelligence at school, public transport, social media age limits or volunteering.

Create three tiny fictional materials: one data point, one quotation and one counterpoint. Label them clearly as fictional.

Then write one paragraph that uses two of them for different roles.

BF: 130 to 170 words.

LF: 180 to 230 words plus one explicit qualification of the evidence.

Abi-Check

Ask yourself before you finish:

Did I answer the exact operator and question?
Is my own line of argument visible from the first paragraph?
Did I use material as evidence or point of reference rather than repeat analysis?
Did I explain why each selected source detail matters?
Did I distinguish fact, opinion, example and limitation?
Did I avoid unsupported certainty?
Did I keep quotations brief and accurate?
Did I make my final judgement follow from the reasoning?

2027 reminder: For LF, the official written format combines listening and writing, and the writing part includes reading, analysis and a final writing task. For BF, use these skills for course performance and oral examination preparation. Check the official documents again for your own examination year.

Folgekurs

Continue with one of these linked learning paths:

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the best basic use of source material in an argument? (To support or challenge your own reasoning) (!To replace your own reasoning) (!To repeat the complete source) (!To avoid making a claim)

Which step should normally come after presenting evidence? (Explain why the evidence matters) (!Add a second quotation immediately) (!Restart the introduction) (!Describe the source layout)

What is a paraphrase? (A source idea expressed accurately in your own words) (!A copied sentence without quotation marks) (!A translation of every word) (!A list of all source details)

Which verb is usually safest when evidence is suggestive but not conclusive? (suggests) (!proves) (!guarantees) (!establishes forever)

What is summary drift? (Retelling source content instead of advancing your argument) (!Using a clear topic sentence) (!Explaining a limitation) (!Comparing two sources)

What should you do with a statistic before using it? (Check its relevance and limitations) (!Treat it as automatically representative) (!Quote every number in the table) (!Assume correlation proves causation)

What is the role of reasoning in a source-based paragraph? (To connect evidence to the claim) (!To replace evidence with opinion) (!To repeat the task wording) (!To list stylistic devices)

When is a direct quotation especially useful? (When exact wording is important) (!Whenever a source is long) (!Whenever you do not understand the source) (!When you want to avoid paraphrasing)

What does synthesis require? (Connecting source ideas to each other and to your question) (!Summarising each source separately) (!Copying several quotations) (!Ignoring conflicting evidence)

What should you do with an AI-generated source claim you cannot verify? (Remove or replace it with a verified source) (!Keep it if it sounds plausible) (!Present it as a fact) (!Add more invented detail)

Memory

Claim	arguable statement
Evidence	supporting information
Paraphrase	idea in your own words
Relevance	connection to the question
Qualification	limitation of a claim
Synthesis	connection across sources
Counterpoint	challenging perspective

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
State a claim	Your own position
Select evidence	Relevant source detail
Integrate briefly	Paraphrase quotation or data reference
Explain relevance	Source-to-claim connection
Qualify	Limitation or counter-evidence

Kreuzworträtsel

Evidence	What do you call information used to support a claim?
Paraphrase	What is a source idea rewritten accurately in your own words?
Relevance	What describes the direct connection between material and task?
Synthesis	What process connects several sources to form a broader conclusion?
Context	What helps you infer word meaning before using a dictionary?
Warrant	What term can describe the reasoning that links evidence to a claim?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Evidence Hunt: Take a short English news article or school text and mark one claim, one piece of evidence and one limitation.
Signal Phrase Cards: Create six small cards with useful source-integration phrases and one example sentence for each.
Paraphrase Clinic: Rewrite three short source statements in your own English and compare meaning, not wording.
Visual Evidence: Choose a freely licensed chart or image and write two sentences explaining how it could support an argument.

Standard

CERL Paragraph: Write one 150-word paragraph with a claim, one material reference, reasoning and a clear link back to the task.
Counter-Evidence: Create a paragraph in which the material partly challenges your own position and forces you to qualify it.
Mini Debate: In pairs, argue one issue for three minutes and require each speaker to use at least one agreed source reference.
Error Repair: Take a weak paragraph full of summary drift and rewrite it so that the student's own argument becomes dominant.

Schwer

Multi-Source Synthesis: Connect three short materials that do not fully agree and build one coherent LF-level argument.
Evidence Audit: Evaluate a small set of fictional statistics, quotations and examples for relevance, reliability and representativeness.
Timed Abi Paragraph: Plan and write a source-integrated paragraph under a realistic time limit, then annotate your own claim-evidence-reasoning links.
Transfer Portfolio: Create a private portfolio with one reading-based, one visual and one listening-based argumentation task and a short reflection on progress.

Lernkontrolle

Source-to-claim reasoning: You receive a claim and three source details. Select the most useful detail and justify why the other two are weaker.
Material tension: Two sources point in different directions. Write a paragraph that represents both fairly and still reaches a reasoned conclusion.
Statistical caution: Explain how the same fictional statistic could be used responsibly and irresponsibly in two different paragraphs.
From analysis to argument: Convert three observations about a text's language or structure into material that serves a new argumentative task.
BF-LF transfer: First solve a source-integration task with BF scaffolding, then rewrite it with LF-level synthesis and qualification.
Verification task: Given a doubtful quotation and source reference, describe how you would verify it before using it in assessed work.

Lernnachweis

For a successful learning record, you should be able to show:

an independently written source-based paragraph;
a visible planning step such as an evidence map;
accurate paraphrasing and brief, purposeful quotation;
explanation of the source-to-claim link;
at least one limitation or counterpoint;
a short self-reflection identifying one strength and one next step;
correct handling of sources and no unverifiable invented references;
for LF, synthesis across more than one material.

No external media, AI output or uploaded recordings are required for the learning record.

OERs zum Thema

Wikipedia – Argumentation:

Useful open media in this aiMOOC: Wikimedia Commons argument maps, critical-thinking diagrams, debate photographs and information-literacy media can be reused according to the licence shown on each file page.

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