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ABI - Non-fiction analysis systematisch aufbauen

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ABI - Non-fiction analysis systematisch aufbauen

Einleitung

Mini-Beschreibung: Analyse purpose, audience, structure, argument, evidence, language und communicative strategies eines nicht-literarischen Textes. Dieser gemeinsame Kurs für Basisfach (BF) und Leistungsfach (LF) trainiert einen klaren Weg vom ersten Lesen bis zum eigenständigen Analyseabsatz. English first: Deutsche Hilfen kommen erst nach Kontext, Wortbildung, Visualisierung, englischer Erklärung und Wörterbucharbeit.

Media entry – 30 seconds: Look at the triangle. Before naming a single stylistic device, ask: Who communicates what to whom – and why now? Then predict what the writer wants the audience to think, feel, understand or do.

I-can goals

By the end of this aiMOOC, you can:

I can identify the rhetorical situation: I can infer writer, audience, context, purpose and message from textual and publication clues.
I can trace the line of argument: I can distinguish claim, reason, evidence, counterargument and conclusion.
I can analyse choices, not collect devices: I can explain how structure, language and communicative strategies shape meaning and audience response.
I can use textual evidence precisely: I can embed short references and connect them to a clear analytical point.
I can write an analysis paragraph: I can move from point to evidence to explanation to audience/purpose.
I can explain my analysis orally: I can present and defend an interpretation in clear, connected English.
I can verify sources and AI output: I can check claims, quotations and references instead of treating generated text as evidence.

Official alignment: Baden-Württemberg, checked for Abitur 2027

Stand der Prüfungsvorgaben: 2 October 2026. Für den Prüfungsjahrgang 2027 verweist der baden-württembergische Facherlass Englisch auf den Bildungsplan 2016. Für die gegenwärtige Kursstufe bleibt damit die bisherige Fassung maßgeblich; die 2026 eingeführte V3 beginnt bei jüngeren Jahrgängen. Der Kurs ersetzt keinen Facherlass: Wenn Dein Prüfungsjahr nicht 2027 ist, prüfe die dann aktuelle Fassung.

Official anchor	What it means here
Non-fiction analysis	The 2027 Facherlass names structure with line of argument and structural elements, use of language with choice of words, lexical fields, register, tone, stylistic devices and syntax, and communicative strategies such as forms of address, statistics, references, quotations, examples and perspective.
Operator analyze / examine	From exam year 2027, the IQB operator asks you to describe and explain in detail, give evidence from the text and relate content to relevant aspects of language and form.
BF / LF	Both work towards B2, in parts C1. BF and LF differ mainly in text complexity, breadth, depth and differentiation. In the 2027 oral-exam guidance, LF places more weight on AFB II/III, BF on AFB I/II.
LF written exam	The 2027 LF written examination includes listening and writing; for writing, students choose between a literary and a non-literary basis. Non-fiction analysis can include discontinuous material such as images, statistics or diagrams.
BF course work	Across the four half-years, BF assessment includes reading, analysis, mediation and different writing formats. This course therefore practises analysis as a transferable skill even when the final examination format differs from LF.

Official sources: Baden-Württemberg: Termine und Informationen zum Abitur · Facherlass Abitur 2027, Englisch · IQB: Begleitende Dokumente Englisch · Bildungspläne Baden-Württemberg

BF/LF route map

Stage	BF – structured and exemplary	LF – broader and more independent
Input	One manageable text, clear guiding question, optional analysis grid	Longer or denser text, optional second material, fewer prompts
Analysis	Purpose, audience, two main structural moves, selected evidence and language	Nuanced line of reasoning, evidence quality, assumptions, counterargument, perspective and interaction of strategies
Writing	One or two well-developed analytical paragraphs before full response	Several linked paragraphs with independent prioritisation and synthesis of material
Transfer	Mainly AFB I/II with selected evaluation	More AFB II/III, independent material links and justified alternative readings

Rule: LF is not “harder English for its own sake”. It asks for greater complexity, breadth, depth and independent connection of material. BF uses the same analytical logic with tighter scope and more scaffolding.

Prior knowledge check

Without a dictionary, explain the difference between what a text says and how a text works. Then sort these six terms mentally: claim – evidence – purpose – audience – tone – structure. If two terms feel unclear, continue; the course builds them in context.

Quick prompt: In any act of communication, the message is shaped by source, receiver, channel and feedback. A non-fiction analysis therefore does not treat wording as isolated decoration; it connects choices to a communicative situation.

Listening and Viewing

Watch the video above once for gist, once for detail. Do not try to transcribe it.

First viewing: State the main purpose and intended audience in one sentence.

Second viewing: Note one example each of ethos, pathos and logos. Then explain which appeal seems most important for this audience.

BF focus: Three observations plus one audience-effect sentence are enough.

LF extension: Add a limitation: Where would the ethos–pathos–logos model be too simple to explain the whole text?

Viewing transfer: While watching, notice that “audience” is not a label such as “young people”. Strong analysis asks what the audience is likely to know, value, fear, expect or resist, and how the writer responds to that mindset.

Reading: a copyright-safe practice text

Fictional training text – all names and figures are invented for practice.

Why Our School Needs a Daily Phone-Free Focus Window By Maya Brooks, student newspaper column, 2026

Our library is quiet, but our attention often is not. A message lights up, a group chat moves on, and five minutes disappear before the first sentence of homework is finished. Last month, our student council asked 120 volunteers to try one 20-minute study period with phones stored out of reach. Seventy-eight students said they completed more work than usual, while 64 reported feeling less distracted. These figures are fictional training data, but the question they raise is real: what might change if focus were designed into the school day?

A phone-free window would not mean banning technology. Students need devices for research, communication and accessibility. The proposal is smaller: one predictable period in which everyone can choose sustained attention without social pressure to reply instantly. Critics may call this unnecessary. Yet we already protect concentration during tests, performances and laboratory work. Why should independent study deserve less protection?

The school should pilot a 20-minute focus window for four weeks, collect anonymous feedback and then decide whether to continue. A limited trial costs little, respects student voice and gives us evidence instead of assumptions.

Reading task: Write one sentence for each question: Who is the likely audience? What is the main purpose? What is the central claim? What are the three main structural moves?

Context vocabulary: meaning before translation

Use this order when a term is unfamiliar: context → word family → visual clue → English explanation → monolingual dictionary → German help only if still needed.

Term	English explanation	Word family / clue	German fallback
purpose	the intended goal or effect of communication	purpose → purposeful → purposely	Absicht, Zweck
audience	the people a text is designed to reach	audience → audience-aware	Zielpublikum
claim	a position the writer wants the audience to accept	claim → to claim → counterclaim	Behauptung, These
evidence	information used to support a claim	evidence → evident → evidential	Beleg, Nachweis
warrant	the reasoning that connects evidence to a claim	warrant → to warrant	Schlussregel, Begründungsbrücke
register	the level and style of language appropriate to a situation	register → formal / informal register	Sprachregister
concession	acknowledgement of a point from the other side	concede → concession	Zugeständnis
counterargument	an opposing line of reasoning considered by the writer	counter + argument	Gegenargument
stance	the writer’s position or attitude	stance → take a stance	Haltung, Position
bias	a systematic tendency that can shape selection or presentation	biased → unbiased → bias	Verzerrung, Voreingenommenheit

Dictionary habit: Prefer an English learner’s dictionary for the first check. Record one useful collocation, not a full translated entry: support a claim, address an audience, adopt a formal register, concede a point.

Analysis system: RASPEL

Use RASPEL as a planning mnemonic. It is a course scaffold, not an official examination formula.

Step	Question	Output
R – Rhetorical situation	Who writes, for whom, in what context, for what purpose?	One precise context sentence
A – Argument	What is the claim and how does the line of reasoning develop?	2–4 structural moves
S – Support	What evidence is used and how strong or limited is it?	evidence + relevance + limitation
P – Patterns of language	Which word choices, register, tone, syntax or stylistic patterns matter?	only choices that serve your interpretation
E – Engagement strategies	How does the writer address, position or involve the audience?	forms of address, examples, statistics, references, concession, call to action, perspective
L – Link	How do these choices work together for this audience and purpose?	analytical thesis or paragraph link

Do not device-hunt. “There is a rhetorical question” is only observation. Analysis starts when you explain why that question appears there, how it frames the issue for this audience, and how it advances this purpose.

Purpose and audience

A writer may inform, explain, warn, reassure, persuade, criticise, legitimise, mobilise, reframe or invite reflection. Real texts often combine purposes.

For the practice text, a useful answer is not “to inform students”. A stronger interpretation is: The columnist aims to persuade the school community to support a limited trial by presenting the proposal as moderate, evidence-seeking and compatible with student choice.

Audience analysis should be based on clues: publication venue, forms of address, assumed knowledge, examples, values, objections and calls to action.

BF scaffold: “The text mainly addresses ___, who are likely to value / worry about ___. The writer therefore ___.”

LF extension: Distinguish primary and secondary audiences and consider whether different groups may react differently to the same strategy.

Structure and line of argument

Structure means more than “introduction – main part – conclusion”. Trace the movement of thought.

In the practice text:

Problem framing: distraction is made concrete through an everyday scenario.
Evidence and proposal framing: fictional survey figures suggest a plausible benefit while the proposal is narrowed.
Concession and rebuttal: technology is acknowledged as useful before the writer rejects the idea that a focus window equals a ban.
Call to action: a limited four-week trial is presented as low-risk and evidence-oriented.

BF: Identify two or three major moves and explain their function.

LF: Ask how the order itself persuades. Would the proposal feel different if the call to action came before the concession?

Argument and evidence

A useful argument map is: claim → reasons → evidence → warrant. Counterarguments, qualifiers and rebuttals can refine the line of reasoning.

For the practice text, the survey numbers are evidence inside the fictional scenario, but evidence quality still needs evaluation. The writer does not explain sampling, measurement or whether “completed more work” was independently checked. A strong analysis can therefore explain both rhetorical effect and evidential limitation.

BF question: What claim do the numbers support, and why might they sound convincing?

LF question: What unstated warrant connects “more work completed during one trial” to “the school should run a four-week pilot”? How strong is that warrant?

Language and communicative strategies

Do not analyse every feature. Select patterns that help answer the task.

Feature	Possible analytical question	Better analytical verb
inclusive pronouns	How does “we” construct shared responsibility?	aligns, includes, collectivises
contrast	What alternatives are set against each other?	contrasts, reframes, polarises
concession	Why acknowledge a limitation or opposing view?	concedes, anticipates, qualifies
statistics	What impression of objectivity or scale is created?	quantifies, lends credibility, foregrounds
rhetorical question	What assumption is the audience invited to accept?	prompts, challenges, steers
modal verbs	How certain, necessary or optional is the proposal made to sound?	softens, strengthens, limits
short sentence	Why is this point isolated or compressed?	emphasises, punctuates, foregrounds
register and tone	How does style fit venue and audience?	positions, reassures, distances

Important: Ethos, pathos and logos can help you notice patterns, but they are not a substitute for close analysis. “Pathos is used” is incomplete until you name the textual choice, the likely audience response and the link to purpose.

From evidence to analysis paragraph

Use P–E–A–L: Point – Evidence – Analysis – Link.

Point: Make an interpretive claim about the writer’s choice. Evidence: Refer briefly and accurately to the text. Analysis: Explain how the choice works in context. Link: Connect it to audience, purpose or line of argument.

Model paragraph: The columnist presents the proposal as moderate rather than restrictive. By stating that a focus window “would not mean banning technology” before outlining the trial, the writer anticipates a likely objection from students who depend on devices. This concession narrows the disagreement: the audience is not asked to reject phones, only to consider a limited period of sustained attention. The strategy therefore makes the later call for a four-week pilot appear less threatening and more compatible with student choice.

Why it works: The paragraph does not merely name “concession”. It explains placement, audience concern, effect and purpose.

BF support: Keep the P–E–A–L labels while planning, then remove them from the final prose.

LF extension: Add a second strategy in the same paragraph only if you can explain how the two choices interact.

Speaking

Give a 60-second analysis briefing without reading a script.

Use this sequence: text + context → main purpose → one structural move → one language or communicative strategy → audience effect.

BF: 60 seconds with a five-keyword note card.

LF: 90 seconds, then answer one challenge question such as “What alternative interpretation is possible?” or “How reliable is the evidence?”

Recordings are optional and private. Do not upload your voice, face or classmates’ data unless you have deliberately chosen a lawful, school-approved setting.

Writing

Before drafting, write a one-sentence analytical thesis:

The writer seeks to [purpose] by [major structural / argumentative move], while [language / communicative strategy] positions [audience] to [response].

Then build paragraphs around meaningful moves, not a checklist of devices.

BF writing target: One focused thesis plus two analytical paragraphs, each built around one major move.

LF writing target: A nuanced thesis plus several connected paragraphs that prioritise the strongest patterns, evaluate evidence where relevant and connect material independently.

Use the video critically: It is AP-oriented and therefore not a Baden-Württemberg exam guide. Transfer only the general analysis principles that fit the current BW task and operator.

Mediation link

Analysis and mediation overlap in audience awareness but have different goals.

In analysis, you explain how a source communicates. In mediation, you select and reformulate relevant content for a new communicative situation. Do not turn mediation into line-by-line translation.

Mini-transfer: Imagine an English exchange student asks what the fictional phone-free proposal is about. Give a 60-word English explanation based on the German instruction: “Informiere neutral über Ziel, Umfang und Entscheidungsverfahren.” Do not add your own evaluation.

Help ladder

Use the least help you need.

Level	Help
1	Re-read the surrounding sentence and paragraph.
2	Mark word family, connector, pronoun reference and contrast.
3	Draw the claim–evidence or writer–audience relation.
4	Ask for an English definition or use a monolingual dictionary.
5	Use the BF sentence frame or the LF guiding question.
6	Use German support only after the English route has failed.

German rescue prompt: “Welche Textentscheidung erkennst Du – und was bewirkt sie bei genau diesem Publikum?” Danach antworte wieder auf Englisch.

Feedback

Peer feedback should identify the next useful revision, not rewrite the paragraph.

Check	Feedback stem
Interpretation	“Your strongest analytical claim is …”
Evidence	“The evidence supports the point because … / It would be more precise if …”
Explanation	“You name the feature, but the audience-effect link still needs …”
Structure	“The paragraph would be clearer if you moved … before …”
Language	“Replace the vague verb ‘shows’ with …”
Independence	“This sentence sounds generic; make it text-specific by naming …”

Error analysis

Typical error	Why it weakens analysis	Repair
device hunting	features are listed without interpretation	choose one pattern and connect it to purpose and audience
plot/content summary	explains what is said but not how communication works	add “by doing X, the writer frames / positions / qualifies …”
quote dumping	evidence appears without analytical ownership	embed a short phrase and explain it immediately
vague audience	“the reader” says little	infer values, concerns or expectations from context clues
statistics = truth	rhetorical force is confused with reliability	distinguish persuasive effect from evidence quality
one fixed effect	language can work differently for different readers	qualify with “may”, “is likely to”, “for this audience”
AI-generated certainty	invented citations or overconfident interpretations can enter the draft	verify every claim and source; keep the final reasoning your own

Source and AI check

Before using a source, ask: Who created it? For what purpose? What evidence supports it? Can the claim be checked elsewhere? A source can be rhetorically effective and still be weak evidence.

AI use: You may use AI to generate practice questions, suggest vocabulary or challenge your interpretation, if your school rules allow it. Do not submit an AI-generated replacement essay. Check quotations, references, statistics and factual claims against the original source. Document AI use when required by your course or assessment rules. Do not send personal data, private recordings or unpublished classmates’ work to external AI services without explicit permission and an approved setting.

Transfer

Choose a legally accessible non-fiction text such as an editorial, speech, campaign information page, NGO statement, company statement, public information page or science communication article. Do not copy the full text into the MOOC. Work from the original source and quote only short passages needed for analysis.

BF transfer: Analyse one text with RASPEL and write two paragraphs.

LF transfer: Add one second material such as a chart, image or short statement. Explain how the materials reinforce, complicate or contradict each other.

Abi check

Before you write, check the operator. From exam year 2027, analyze / examine requires detailed description and explanation with textual evidence, related to relevant aspects of language and form.

Use this 6-question check:

What exactly does the operator ask me to do?
What is the text’s main purpose in this context?
Who is the audience, and what matters to them?
How does the line of argument develop?
Which evidence, language patterns and communicative strategies are most relevant?
Can every paragraph end with a link to audience, purpose or argument?

LF 2027 reminder: The written exam structure and current task details must always be checked against the official Facherlass for your examination year.

BF reminder: Do not imitate LF breadth mechanically. A precise, well-supported analysis of selected features is stronger than a rushed catalogue.

Follow-up course

Continue with ABI - Non-fiction analysis vom Analyseabsatz zur Gesamtdeutung. There you move from reliable single paragraphs to a coherent full response with stronger transitions, synthesis and timed revision.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the strongest description of analyze or examine from the 2027 operator guidance? (Describe and explain in detail, give textual evidence and relate content to relevant language and form) (!Summarise the content and add your opinion) (!Name as many stylistic devices as possible) (!Translate the text into German)

What should you identify before collecting stylistic devices? (The rhetorical situation including audience and purpose) (!The longest sentence) (!The number of paragraphs only) (!The writer's biography in full)

Which statement best defines evidence in an argument? (Information used to support a claim) (!The writer's final conclusion) (!The audience's emotional reaction) (!A synonym for register)

What is a warrant? (The reasoning that connects evidence to a claim) (!A quotation used as a title) (!A formal word for audience) (!A list of stylistic devices)

Which is a communicative strategy named in the BW non-fiction analysis guidance? (Form of address) (!Rhyme scheme) (!Stage direction) (!Chapter numbering only)

Why is a concession often useful in persuasive writing? (It can acknowledge an objection before the writer qualifies or answers it) (!It proves every statistic is true) (!It removes the need for evidence) (!It automatically makes the text neutral)

What is the better analysis move after identifying a rhetorical question? (Explain how it steers this audience and supports the writer's purpose) (!Count all question marks) (!Translate the question word for word) (!Replace it with a direct statement)

How are BF and LF best distinguished in this course? (BF is more structured and selective while LF adds breadth, depth and independent transfer) (!BF uses only German while LF uses only English) (!BF ignores evidence while LF uses evidence) (!BF never analyses language while LF only analyses language)

Which sentence is the strongest analytical sentence? (By conceding that students need devices, the writer anticipates resistance and frames the trial as limited rather than punitive) (!The writer uses a concession) (!The text has many arguments) (!The sentence is effective because it is good)

What is the safest academic use of AI for this course? (Use it as optional support, verify claims and sources, and keep the final reasoning your own) (!Submit a generated essay without checking it) (!Upload private recordings so the system can decide your grade) (!Trust generated quotations if they sound plausible)

Memory

Purpose	intended communicative goal
Audience	target readers or listeners
Claim	position the writer wants accepted
Evidence	support offered for a claim
Warrant	reasoning link between evidence and claim
Register	level and style of language
Concession	acknowledgement of an opposing point
Call to action	request for the audience to act

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Rhetorical situation	writer, audience, context and purpose
Line of argument	sequence in which reasoning develops
Textual evidence	short and precise support from the source
Language pattern	repeated or significant wording, syntax, register or tone
Communicative strategy	a way of positioning or engaging the audience
Audience effect	likely response shaped by context and values
Analytical link	connection back to purpose or argument

Kreuzworträtsel

Audience	Who is the text designed to reach?
Purpose	What word names the writer's intended communicative goal?
Evidence	What supports a claim?
Register	What term describes the level and style of language?
Warrant	What connects evidence to a claim through reasoning?
Concession	What acknowledges a point from the opposing side?

LearningApps

Lückentext

A non-fiction analysis explains how a text works for a particular

.

Before naming devices, identify the writer's main

.

The sequence in which ideas develop is the line of

.

Information used to support a claim is called

.

The reasoning bridge between evidence and a claim is a

.

Word choice, syntax, tone and register belong to the analysis of

.

Forms of address, statistics and examples can function as communicative

.

A strong paragraph links textual choices back to audience and

.

Offene Aufgaben

Leicht

Audience card: Wähle einen kurzen frei zugänglichen Sachtext und notiere auf Englisch drei plausible Erwartungen oder Sorgen der Zielgruppe. Begründe jede mit einem Text- oder Veröffentlichungshinweis.
Vocabulary network: Erstelle ein Wortnetz zu claim, evidence, persuade und credible. Ergänze Wortfamilien, Kollokationen und je eine englische Definition, bevor Du deutsche Hilfen nutzt.
Structure strip: Teile den fiktiven Übungstext in drei oder vier Argumentationsschritte und gib jedem Schritt eine englische Funktionsüberschrift.
PEAL paragraph: Schreibe einen Analyseabsatz zum fiktiven Übungstext. Markiere beim Überarbeiten Point, Evidence, Analysis und Link, entferne die Markierungen danach.

Standard

Listening analysis: Nutze eines der eingebetteten Videos. Formuliere purpose, audience und zwei communicative strategies. Prüfe anschließend am Video, ob Deine Belege wirklich vorkommen.
Evidence audit: Prüfe in einem aktuellen legal zugänglichen Sachtext drei Belege auf Relevanz, Nachprüfbarkeit und mögliche Begrenzungen. Zitiere nur kurze Ausschnitte.
Speaking briefing: Halte privat oder im Unterricht ein 90-sekündiges Analysebriefing. Eine Aufnahme ist freiwillig; arbeite alternativ live oder mit Stichwortkarte.
Mediation transfer: Fasse die Kernaussage eines kurzen deutschsprachigen Informationstextes adressatengerecht auf Englisch zusammen. Trenne Mediation klar von Analyse.

Schwer

Multimodal analysis: Verbinde einen Sachtext mit einer Grafik oder einem Bild aus einer rechtssicheren Quelle. Erkläre, wie beide Materialien einander stützen, relativieren oder widersprechen.
Counterreading: Entwickle zu einer eigenen Analyse eine plausible alternative Lesart. Entscheide nicht vorschnell, sondern zeige, welche Textsignale beide Lesarten tragen.
LF material link: LF: Verknüpfe zwei kurze, legale Materialien selbstständig und formuliere eine These, die Struktur, Evidenz und Perspektive beider Quellen integriert. BF: Bearbeite dieselbe Aufgabe mit vorgegebenem Vergleichsaspekt.
Timed revision: Schreibe unter einer selbst gesetzten, realistischen Zeitbegrenzung eine Analyse und führe danach ein Fehlerprotokoll: summary, evidence, audience, language, linkage, accuracy.

Lernkontrolle

Transfer auf neuen Text: Du erhältst einen unbekannten Sachtext. Entwickle eine Analysehypothese und begründe, welche zwei oder drei Textmerkmale für genau diese Aufgabe am wichtigsten sind.
Argumentationslogik prüfen: Rekonstruiere claim, evidence und warrant eines Textabschnitts und erkläre, an welcher Stelle die Argumentation besonders tragfähig oder angreifbar ist.
Adressatenwechsel: Erkläre, wie derselbe Inhalt sprachlich anders gestaltet werden müsste, wenn statt einer Schulöffentlichkeit ein Fachpublikum angesprochen würde.
Beleg und Wirkung trennen: Wähle eine Statistik oder ein Beispiel aus einem Text. Unterscheide zwischen rhetorischer Wirkung und tatsächlicher Beweiskraft.
Alternative Deutung: Formuliere zwei plausible Wirkungen derselben sprachlichen Strategie auf unterschiedliche Teilgruppen des Publikums und begründe beide.
Revision begründen: Überarbeite einen schwachen Analyseabsatz und kommentiere auf Englisch drei Änderungen, die den Zusammenhang zwischen evidence, audience und purpose verbessern.

Lernnachweis

Für einen Lernnachweis zu diesem Thema sollte sichtbar werden, dass Du nicht nur Begriffe kennst, sondern selbstständig analysieren kannst.

Rhetorical situation: präzise Bestimmung von Kontext, purpose und audience.
Line of argument: nachvollziehbare Rekonstruktion der Argumentationsstruktur.
Evidence: kurze, korrekte und funktional erklärte Textbelege.
Language analysis: Auswahl relevanter sprachlicher Muster statt vollständiger Stilmittelliste.
Communicative strategies: Erklärung ihrer Wirkung auf ein konkretes Publikum.
Writing quality: klarer Analyseabsatz mit Point, Evidence, Analysis und Link.
BF/LF differentiation: BF konzentriert und gestützt; LF breiter, tiefer und materialverknüpfend.
Source literacy: Quellen, Zahlen, Zitate und KI-Ausgaben werden geprüft und transparent behandelt.
Reflection: kurzes Fehlerprotokoll mit einem konkreten nächsten Lernziel.

OERs zum Thema

Further open reading: Rhetorik, Argumentation, Medienkompetenz, Sprachmittlung, Textanalyse.

Verknüpfte Lernbereiche

ABI - Non-fiction analysis systematisch aufbauen

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