ABI LF - Visual-text exam challenge
aiMOOCABI LF - Visual-text exam challenge
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ABI LF - Visual-text exam challenge
Work through a completely new Abitur-style challenge with an unseen linear text and an unseen discontinuous text. You practise reading, visual-text analysis, material linkage, speaking and writing at Leistungsfach level. The simulation is designed for Englisch als fortgeführte Fremdsprache, Kursstufe Baden-Württemberg. It is training material, not an official Abitur paper.
Mini-Beschreibung: Bearbeite einen unbekannten linearen und diskontinuierlichen Text in einer vollständig neuen Abitursimulation. English comes first. German support appears only after context clues, word formation, visualisation, English explanation and dictionary work.
Einleitung
The central challenge is not to collect isolated facts. You need to select, connect, analyse and evaluate evidence. In the Leistungsfach, your response should show greater breadth, depth and text complexity, a differentiated evidence-based analysis, independent linkage of materials and a stronger focus on AFB II and AFB III.
This aiMOOC uses only short original training texts, fictional data and freely accessible or embedded media. It does not reproduce complete compulsory literary texts or protected film sequences. Recordings are optional and should remain private unless your teacher explicitly asks for sharing.
Exam status checked: 2 October 2026. For the Baden-Württemberg Abitur 2027, the English Leistungsfach written examination combines listening and writing. The official subject decree gives about 30 minutes for listening, a 15-minute break and 225 minutes for the writing section. The writing section contains an aspect-focused summary, an analysis and a choice task. Discontinuous material can include images, cartoons, posters, diagrams, tables and charts. The communication examination is a separate examination component.
Official Facherlass Abitur 2027 – Baden-Württemberg
Official correction and assessment guidelines Abitur 2027 – Baden-Württemberg
Media entry: Read before you read
Look at this famous data visualisation. Do not search for an explanation first.
Thirty-second challenge: What can you infer from line width, direction, position and labels? Which conclusion is directly visible, and which conclusion would require outside knowledge?
Now watch a short explanation of how graphs can guide or mislead interpretation. Take notes only on three techniques that you could transfer to your own visual-text analysis.
Media rule: Analyse what the source actually shows. Do not treat a polished visual as automatically reliable.
I-can goals
- I can summarise an unfamiliar English text selectively instead of retelling it.
- I can identify a claim, select precise evidence and explain how language or structure shapes meaning.
- I can describe and analyse a chart, table, poster or cartoon without merely listing details.
- I can connect a linear text and a discontinuous text through agreements, tensions, gaps and limitations.
- I can write a focused analytical paragraph using evidence and precise terminology.
- I can produce an appropriate target text such as a comment, article, letter, email or speech manuscript.
- I can speak for several minutes from structured notes and react to a partner in a discussion.
- I can verify quotations, data, source claims and AI-supported suggestions before using them.
What you should already know
Before starting, recall the difference between summary and analysis. A summary selects relevant content. An analysis explains how meaning is created and why a choice may affect an audience. A material link goes one step further: it asks how two sources reinforce, qualify, complicate or contradict each other.
Use this historical image as a quick diagnostic.
Without researching the poster yet, write one sentence for each level: description – analysis – contextual question. Keep observation and interpretation separate.
Help ladder: English first
When a word or passage blocks you, use this order.
- Context: Read the sentence before and after the unknown item.
- Word formation: Look for roots, prefixes, suffixes and related words.
- Visual clue: Check whether the graph, image, caption or layout narrows the meaning.
- English explanation: Paraphrase the item in simpler English.
- Monolingual dictionary: Check meaning, register and collocations.
- Bilingual dictionary: Confirm only what remains unclear.
- German support: Use a brief German hint only after the previous steps.
For the 2027 Leistungsfach examination, the official guidance allows a monolingual English dictionary, a bilingual English-German/German-English dictionary and a German spelling reference in the specified examination parts.
Listening and Viewing
Watch the opening part of this media-literacy introduction. Do not create a transcript. Listen for concepts, examples and speaker structure.
Answer in English.
- What working definition of media literacy can you infer from the video?
- Which example shows that media messages are constructed rather than neutral windows on reality?
- Note one transition phrase that helps you follow the speaker's structure.
- Which idea could help you analyse a poster, chart or social-media graphic in an exam?
- Formulate one question you would ask before trusting a visual claim.
LF challenge: Distinguish between what the video explicitly states and what you infer from its examples.
Optional viewing extension
This follow-up focuses on the relationship between media and cognition. Use it only if you want a more demanding transfer task.
Create a 60-second spoken response to the statement: “A visual can be persuasive before it is understood.” Support your response with one idea from the video and one self-chosen example.
Reading: New Abitur-style simulation
The following material was created specifically for this aiMOOC. The city, publication, survey and data are fictional. Treat them as exam material, not as real-world evidence.
Source A: Unseen linear text
Mira Okafor, “A Map Is Not Yet a Home”, Northbridge Civic Review, 2026 – original training text
When people arrive in Northbridge, the city gives them a map, a transport card and a QR code for its “Welcome Grid”. The portal promises a simple route into everyday life: housing information, school registration, health services and language courses are collected behind one bright blue button. In practical terms, this is progress. A family that once needed four offices and several paper forms may now solve the same problem on a phone.
But access is not the same as belonging.
The difference becomes visible when newcomers move from information to participation. A website can tell you where the public library is; it cannot make you feel comfortable walking into a room where everyone else seems to know the rules. A translated form may remove one obstacle while leaving another untouched: uncertainty about whom to ask, whether a mistake will matter, or whether your question will sound foolish.
Northbridge officials like to describe the Welcome Grid as a bridge. The metaphor is useful, but incomplete. Bridges connect two sides only when people can find the entrance, trust the structure and believe that crossing is worth the effort. Digital services therefore need human gatekeepers in the best sense of the word: librarians, youth workers, volunteers and trained staff who can turn information into interaction.
This does not mean that every public service should return to paper and queues. Digital tools can save time, expand language access and make information available outside office hours. Yet efficiency becomes a poor substitute for inclusion when it is measured only by clicks. A portal may record that 8,000 people opened a page, but it cannot automatically tell us whether they understood it, acted on it or felt more confident afterwards.
The better question is not “How many people reached the website?” but “What happened next?” Cities that want newcomers to participate should combine clear digital information with places where questions can be asked without embarrassment. The map still matters. It simply cannot walk the route for us.
Training note: This text is original course material. It is not part of an official Abitur examination and does not reproduce a compulsory text.
Source B: Unseen discontinuous text
Northbridge Newcomer Survey 2026 – fictional training data, n = 800
| Statement | Newcomers | Long-term residents |
|---|---|---|
| I can locate a public service without help. | 36 % | 78 % |
| The official online portal is easy to use. | 49 % | 82 % |
| Multilingual information increases my trust. | 74 % | 38 % |
| In-person contact increases my sense of belonging. | 69 % | 52 % |
Important: These figures are invented for exam practice. Do not cite them as genuine research.
Before analysing the table, answer three questions: What is the most striking contrast? Which comparison needs caution? What information about method or sample composition would you need before drawing a strong conclusion?
Source C: Historical visual-text perspective
This 1893 political cartoon is a historical source. First analyse its visible composition, labels, figures and perspective. Then investigate its historical context and provenance. Do not transfer its assumptions uncritically to contemporary migration debates.
As a second historical source, compare the cartoon with this photograph of an immigrant family at Ellis Island.
Transfer question: How does the change from a satirical illustration to documentary photography alter the way a viewer may respond emotionally and analytically?
Context vocabulary
Work from context first. Cover the final column if you want a harder version.
| Word or phrase | Context or word-family clue | Plain-English explanation |
|---|---|---|
| belonging | belong | feeling accepted as part of a group or place |
| accessible | access, accessibility | easy to reach, use or understand |
| disparity | compare two unequal values | a noticeable difference or inequality |
| gatekeeper | gate + keeper | a person or system controlling or enabling access |
| trust | trustworthy, distrust | confidence that someone or something is reliable |
| to qualify a claim | qualification | to make a statement more limited or precise |
| salient | salience | especially noticeable or important |
| juxtaposition | juxtapose | placing elements near each other to create comparison or contrast |
| framing | frame | presenting an issue from a particular angle |
| caveat | warning or limitation | a condition that makes a claim less absolute |
Optional German help after dictionary work: disparity = Ungleichheit; caveat = Einschränkung; salience = Auffälligkeit/Bedeutsamkeit; framing = Rahmung/Perspektivierung. Use these only to confirm meaning, not as a substitute for English processing.
Analysis
A strong analysis moves from evidence to interpretation. Use this chain:
Claim → Evidence → Technique → Effect → Intention → Material link
A weak sentence says: “The author uses a metaphor.” A stronger analytical move explains how the bridge metaphor frames integration as a connection process, then qualifies that metaphor because the author explicitly calls it incomplete.
For discontinuous texts, useful categories include composition, proportion, scale, colour, perspective, symbolism, labels, headings, slogans and source information. Not every category is relevant every time.
Use this simple visual to practise one essential distinction: description tells the reader what is represented; analysis explains how the chosen form influences comparison and interpretation.
LF close-reading challenge
Find evidence in Source A for each of the following moves.
- A contrast between technical access and social participation.
- A metaphor that the author first uses and then limits.
- A concession that prevents the argument from becoming one-sided.
- A shift from measurement of clicks to measurement of consequences.
- A final image that echoes an earlier idea and creates structural coherence.
Then explain how at least two of these choices work together.
Linking Source A and Source B
Do not write two separate mini-analyses. Build relations.
| Relation | Useful question | Sentence starter |
|---|---|---|
| Support | Which figure appears to strengthen a claim in Source A? | Source B appears to support the author's point that ... |
| Qualification | Which figure makes the argument more complex? | The table qualifies this claim because ... |
| Gap | What important information is missing? | Neither source establishes whether ... |
| Tension | Where do the materials point in different directions? | While Source A emphasises ..., Source B suggests ... |
| Limitation | Why should the data not be overinterpreted? | A firm conclusion is difficult because ... |
LF standard: Use the second material as evidence, not decoration. Explain its relevance to your line of argument.
Written examination practice
The following tasks imitate the logic of the Baden-Württemberg Leistungsfach format without claiming to reproduce an official paper.
Part II.1: Aspect-focused summary
Task: Summarise how the author presents the relationship between digital access and belonging.
Focus on the requested aspect. Do not analyse stylistic devices here. Do not copy full sentences from the source.
Self-check: Is every sentence relevant to the focus? Have you grouped ideas instead of following the text line by line?
Part II.2: Analysis with material linkage
Task: Analyse how structure, language and communicative strategies support the author's argument in Source A. Relate your findings to Source B.
At Leistungsfach level, aim for a differentiated reading. Name techniques only when they contribute to your interpretation. Use precise evidence and explain both supportive and limiting relations between the materials.
Part II.3: Choice task
Option A – Personal response: Comment on the statement: “Access to information is not enough to create belonging.” Refer to the materials and to relevant knowledge or examples.
Option B – Creative target text: You are speaking at a meeting of the fictional Northbridge Youth Council. Write the manuscript of a speech in which you propose how the city could combine digital information and personal contact more effectively. Draw on the materials without reproducing them mechanically.
Target-text reminder: Audience, purpose, register and structure matter. A speech manuscript should sound speakable; a comment should develop a reasoned position.
Training time plan for the 225-minute writing section
This is a practice suggestion, not an official minute-by-minute prescription.
| Phase | Suggested training time |
|---|---|
| Read, annotate, choose task | 20–25 min |
| Aspect-focused summary | 25–30 min |
| Analysis and material linkage | 75–85 min |
| Choice task | 70–80 min |
| Final editing and source check | 15–25 min |
Adjust the plan to your strengths. The decisive skill is not writing fast at all costs but protecting enough time for planning, evidence selection and revision.
Speaking
The communication examination is not the same task as the 225-minute written section. It is a separate component. According to the 2027 official guidance, preparation time is 15 minutes. In a tandem examination, each candidate normally has a monologue phase of about five minutes and the dialogue phase lasts about ten minutes overall; a single-candidate examination also separates monologue and dialogue.
Monologue simulation
Study Source B for 15 minutes together with this prompt:
Prompt: Present the most important pattern in the fictional survey. Explain one limitation of the data and discuss what the city should investigate next.
Prepare keywords only. Do not script complete sentences.
Dialogue simulation
With a partner, discuss:
“Should a city invest first in better digital access or in more face-to-face support?”
Your goal is not to “win”. Show interaction: pick up a partner's point, ask for clarification, qualify your own claim, introduce evidence and move the discussion forward.
Useful phrases:
| Function | Phrase |
|---|---|
| Build on a point | I'd like to take that idea one step further ... |
| Qualify | That may be true in some cases, although ... |
| Ask for evidence | What makes you think that this would work for ...? |
| Reframe | Perhaps the question is not either-or, but ... |
| Disagree constructively | I see the point, but the data also suggest ... |
Mediation: optional course-stage practice
This task trains Sprachmittlung but is not presented as Part II of the 2027 written Abitur format.
German source note – fictional: Die Stadtteilbibliothek bietet mittwochs eine offene Sprechstunde für neu Zugezogene an. Freiwillige erklären Online-Formulare, zeigen mehrsprachige Informationsangebote und vermitteln bei Bedarf an Beratungsstellen weiter. Eine Anmeldung ist nicht erforderlich.
Task in English: A newly arrived exchange student asks what the service is for. Explain the relevant information naturally in English. Do not translate sentence by sentence.
Media lab: Historical footage and source criticism
Watch only a short self-chosen segment of this public-domain historical footage. Do not assume that the camera gives a complete picture of migration.
Use the questions below.
- Who created or preserved the material?
- What can the camera show directly?
- What can it not tell you about motives, experiences or later outcomes?
- How might editing, selection or missing context influence interpretation?
- Which claim would require a second source?
Visual-text micro challenge
Compare these two historical visual modes.
Task: In 120–150 words, explain how a photograph and an information graphic can construct different kinds of evidence. Include one sentence about source limitations.
Feedback
Use feedback to revise, not merely to count errors.
| Area | Strong performance | Revision question |
|---|---|---|
| Task fulfilment | Directly answers the operator and focus | Did I answer the exact task rather than everything I noticed? |
| Evidence | Uses precise and relevant textual or visual evidence | Is every major claim supported? |
| Analysis | Explains how choices create meaning and effect | Have I moved beyond naming techniques? |
| Material linkage | Connects sources through support, tension, gap or limitation | Have I explained the relationship between sources? |
| Structure | Develops a coherent argument with purposeful paragraphs | Does each paragraph advance one clear analytical point? |
| Language | Uses accurate, varied and appropriate English | Can I improve precision, register, grammar or cohesion? |
The official 2027 assessment framework gives the writing component an overall content-to-language ratio of 40:60. This classroom table is a revision tool, not an official replacement for the assessment sheets.
Error analysis
After a practice essay, mark each error with one code and revise the passage yourself.
| Code | Typical problem | Repair move |
|---|---|---|
| S | Summary drifts into analysis or comment | Remove interpretation and return to selected content |
| T | Technique is named but not explained | Add effect and relation to intention |
| E | Claim lacks evidence | Add a precise reference or quotation fragment |
| V | Visual is described but not analysed | Explain why the presentation matters |
| M | Materials are treated separately | Build an explicit relation between them |
| Q | Claim is too absolute | Add a caveat, limitation or alternative reading |
| R | Register does not match target text | Rewrite for audience and purpose |
| L | Language blocks clarity | Correct grammar, lexis, collocation or sentence structure |
LF reflection: Choose one paragraph that is already correct and make it more differentiated. Improvement is not only error correction.
AI and source-checking rules
Your analytical thinking and final writing should remain your own.
- Do the close reading, evidence selection and first outline yourself.
- No external AI tool is required for this course.
- Never upload personal exam data, private recordings or classmates' work to an external AI service without explicit permission.
- If your teacher allows AI support, use it for limited functions such as generating counterquestions or checking whether a claim needs evidence.
- Verify every quotation, statistic, source attribution and factual statement independently.
- Do not submit an AI-generated replacement essay as your own analysis.
- State AI support transparently when school rules require it.
- Keep voluntary speaking recordings private or local unless you actively choose otherwise.
Differentiation
Choose a route that keeps the intellectual task demanding while adjusting the amount of support.
| Route | Support | Expectation |
|---|---|---|
| Support | Vocabulary table, sentence starters, paragraph frame, extra reading time | One precise analytical claim per paragraph |
| Standard | Task sheet and dictionary only | Full summary, analysis and target text |
| LF+ | No sentence frames; add Source C or another verified source | Alternative reading, counter-evidence, source limitation and independent synthesis |
Language differentiation: You may reduce lexical difficulty without reducing the analytical operator. Scope differentiation: You may analyse fewer features, but each one must be explained more precisely. Tempo differentiation: Work untimed first, then repeat under time pressure. Help differentiation: Remove support step by step instead of switching from full help to no help.
Transfer
Choose one unfamiliar chart, infographic or public-domain historical image from a trustworthy source. Without reading a ready-made interpretation, produce a short analysis with this structure:
What is shown? → How is it designed? → What claim or perspective emerges? → What is missing? → What would I verify?
Then combine it with a short linear text on the same broad issue. Write one paragraph in which the two materials genuinely interact.
Abi-Check
Before ending a practice session, answer yes or no.
| Check | Yes or no |
|---|---|
| I answered the exact operator. | |
| My summary is selective and neutral. | |
| My analysis explains effect and intention. | |
| I use evidence rather than vague references. | |
| I analyse the discontinuous material, not just describe it. | |
| I connect materials explicitly. | |
| I distinguish fact, inference and evaluation. | |
| I check source reliability and limitations. | |
| My target text fits audience and purpose. | |
| I leave time for language revision. |
Follow-up course
Continue with one of these internal learning paths:
- Listening exam challenge: Train note-taking, distractors and evidence-based listening.
- Speaking and communication exam challenge: Train monologue, interaction and spontaneous response.
- English text analysis: Deepen structure, stylistic analysis and communicative strategies.
- Media literacy: Extend source criticism, visual rhetoric and verification.
- Mediation: Practise purpose-driven transfer between German and English.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What is the main purpose of an aspect-focused summary? (To condense only the information relevant to the given focus) (!To identify every stylistic device in the text) (!To evaluate whether the author is morally right) (!To reproduce the text paragraph by paragraph)
Which item can count as a discontinuous text in the written examination? (A chart) (!Only a complete novel) (!Only an audio recording) (!Only a handwritten dialogue)
What turns visual description into analysis? (Explaining how a visual choice shapes meaning or interpretation) (!Listing every colour in order) (!Copying the title of the graphic) (!Counting the number of labels)
How long is the 2027 writing section in the English Leistungsfach according to the official guidance? (225 minutes) (!90 minutes) (!120 minutes) (!300 minutes)
What is the official 2027 weighting of the writing component in the overall English examination? (55 percent) (!20 percent) (!25 percent) (!75 percent)
How much preparation time is provided for the 2027 communication examination? (15 minutes) (!5 minutes) (!30 minutes) (!45 minutes)
What is a strong way to link two materials? (Explain whether one source supports qualifies or complicates the other) (!Describe Source A and ignore Source B) (!Copy one sentence from each source) (!Assume both sources are equally reliable)
What should you do with fictional data in this aiMOOC? (Treat it as training material and never cite it as real research) (!Present it as an official government survey) (!Use it as proof of a current social trend) (!Remove the source note before quoting it)
What is the best first step when an English word is unfamiliar? (Use context and word formation before switching to German) (!Translate every unknown word immediately) (!Skip the entire paragraph) (!Ask an AI tool to rewrite the source)
What is appropriate use of AI support in this course? (Verify any AI-supported claim and keep the final analysis your own) (!Submit a generated replacement essay) (!Upload private recordings without permission) (!Trust invented citations if they sound plausible)
Memory
| Aspect-focused summary | Selective condensation |
| Communicative strategy | Audience-directed choice |
| Composition | Visual arrangement |
| Juxtaposition | Contrast through placement |
| Caveat | Limiting qualification |
| Source integration | Evidence across materials |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Summarise | Select relevant content and condense it |
| Analyse | Explain how meaning is created |
| Relate | Connect evidence from different materials |
| Comment | Develop and support a reasoned position |
| Evaluate | Weigh evidence using explicit criteria |
Kreuzworträtsel
| Evidence | What should support a major analytical claim? |
| Register | What term describes language appropriate to audience and purpose? |
| Symbolism | What visual or literary technique gives an element additional meaning? |
| Perspective | What term describes the viewpoint from which something is presented? |
| Coherence | What quality makes ideas connect logically across a response? |
| Juxtaposition | What term means placing elements together to create contrast? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Visual noticing: Choose one image in this aiMOOC and separate five observations from five interpretations.
- Vocabulary ladder: Select eight unfamiliar words from Source A and document how context, word family and dictionary information helped you understand them.
- One-minute response: Explain the strongest contrast in Source B aloud in about one minute using only keywords.
- Source check: Open the Commons information page for one historical image and record creator, date, source and licence status.
Standard
- Focused summary: Write a 120–150 word aspect-focused summary of Source A and revise it after the self-check.
- Analytical paragraph: Write one PEEL-style paragraph on the bridge metaphor and its later qualification.
- Visual critique: Redesign Source B as a different chart and explain which comparisons become easier or harder.
- Private speaking practice: Record a voluntary private two-minute explanation of Source B, listen once and note two improvements; do not upload the recording unless you explicitly choose to.
Schwer
- Full simulation: Complete Parts II.1, II.2 and one II.3 option under a self-chosen timed plan within the 225-minute writing window.
- Triangulation: Add one verified external source to Sources A and B and explain whether it supports, qualifies or challenges the fictional scenario.
- Alternative reading: Develop a plausible interpretation of Source A that differs from your first reading and test both interpretations against textual evidence.
- Communication simulation: Prepare for 15 minutes, give a five-minute monologue and complete a ten-minute partner discussion using the same material without scripting full sentences.
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Lernkontrolle
- Material synthesis: Explain how Source B could strengthen one claim from Source A while still being insufficient to prove the author's wider conclusion.
- Method critique: Design three questions you would ask the fictional survey researchers before using the data in a serious argument, and justify each question.
- Rhetorical transfer: Rewrite one analytical insight from Source A as part of a speech manuscript for a youth council and explain how audience changes your language choices.
- Visual reasoning: Compare the persuasive possibilities of a photograph, a poster and a table. Use one example from the aiMOOC and identify one limitation of each medium.
- Counterargument: Develop the strongest reasonable counterargument to the claim that in-person contact is necessary for belonging, then respond to it with qualified evidence.
- Exam strategy: Create and justify your own time plan for the 225-minute writing section, including reading, planning, writing and revision.
- Oral transfer: Turn one written analytical paragraph into a two-minute spontaneous oral explanation without reading it aloud.
- Verification: Take one factual-looking statement from an AI-generated or online text, verify it with two trustworthy sources and document any discrepancy.
Lernnachweis
For a strong learning record, demonstrate that you can do the following without external replacement writing:
- Produce a selective aspect-focused summary of an unfamiliar English text.
- Analyse structure, language and communicative strategies with precise evidence.
- Analyse at least one discontinuous text using appropriate visual terminology.
- Link two materials through support, qualification, tension, gap or limitation.
- Write an audience-appropriate target text with a clear purpose and coherent argument.
- Explain source limitations and distinguish fact, inference and evaluation.
- Reflect on recurring language and analysis errors and document revisions.
- Complete a short oral monologue and interactive discussion using structured notes.
- Show how you verified factual claims, quotations and source information.
- Explain where and how any permitted AI support was used instead of presenting it as independent work.
OERs zum Thema
Useful official and open resources:
- Baden-Württemberg: Facherlass Abitur 2027
- Baden-Württemberg: Beurteilungs- und Korrekturrichtlinien 2027
- Bildungspläne Baden-Württemberg
- Wikimedia Commons: Minard map redrawing
- Wikimedia Commons: Nightingale mortality diagram
- Wikimedia Commons: Many peoples – one nation poster
- Wikimedia Commons: Looking Backward cartoon
- Wikimedia Commons: Ellis Island immigration footage
YouTube videos are embedded from their public pages. No transcript or film sequence is reproduced in this aiMOOC. Availability and platform terms can change; the learning tasks remain usable without the videos.
Media source notes
Wikimedia Commons media used in this aiMOOC include public-domain historical material and freely licensed files. Always open the individual Commons file page before reusing a file elsewhere, because the exact attribution requirements depend on the file.
Mini-task: Florence Nightingale's polar-area diagram is historically important because it shows how design can make statistical patterns visible. Without relying on the title alone, identify one feature that attracts attention and one question you would ask about the underlying data.
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