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ABI LF - On the Move – Abitur-Synthesis

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ABI LF - On the Move – Abitur-Synthesis

Mini-Beschreibung: Connect the mandatory texts, Arrival, unknown material and thematic knowledge in a new Abitur-style synthesis task with summary, analysis and AFB-III writing. Target group: Leistungsfach Englisch, Kursstufe Baden-Württemberg. English comes first; German is a last-resort support language.

Status check: This course is aligned with the official Baden-Württemberg English LF requirements for the 2027 Abitur as published in the Facherlass available on 2 October 2026. If your examination year differs, check the current Facherlass before using exam timings or the mandatory canon.

Media starter – Look, think, question: What does this map show, what does it not show, and which human experiences disappear when migration becomes a data point? The map uses 2024 data. Always name the date, source, unit and limits of a visualization before interpreting it.

Viewing impulse: Watch the official Arrival trailer. Note three moments in which communication, uncertainty or interpretation becomes more important than physical movement. Do not retell the trailer; formulate an analytical hypothesis.

Einleitung

Migration in this course is not reduced to border crossing. You examine how movement, language, belonging, power, memory, identity and cross-cultural encounters are represented in literature, film, data and unknown material. Your central challenge is synthesis: you must connect a new source with the mandatory works and thematic knowledge without turning the response into a list of separate mini-essays.

No full mandatory text and no unauthorized film sequence is reproduced here. Use your legally provided school editions and notes for precise textual evidence.

I-can-Ziele

I can summarize selectively: I can reduce an unknown text to the aspects named in the task instead of retelling everything.
I can analyze evidence: I can connect structure, diction, register, rhetorical or narrative choices with meaning and effect.
I can synthesize: I can connect unknown material, Arrival, mandatory short stories and thematic knowledge through a clear line of argument.
I can evaluate: I can make a well-founded AFB-III judgment, include counterarguments and support claims with precise evidence.
I can use context vocabulary: I can infer meaning from context, word formation and English explanations before using a bilingual dictionary or German help.
I can speak analytically: I can turn a visual or quotation into a structured monologue and respond flexibly in dialogue.
I can check sources: I can distinguish source evidence, interpretation and AI-generated claims and verify dates, authorship, licences and reliability.
I can revise independently: I can diagnose weaknesses in task fulfilment, evidence, analysis, synthesis and language.

Vorwissen aktivieren

90-second retrieval: Without notes, write one sentence for each concept: migration – belonging – language – encounter – power – perspective – synthesis. Then open your course notes and correct only what is inaccurate.

Mandatory work, Abitur 2027 LF	Synthesis question for your notes
Arrival – Denis Villeneuve, 2016	How does communication affect perception, decision-making and cross-cultural contact?
Jhumpa Lahiri: The Third and Final Continent – 1999	Which moments of movement, adaptation and belonging matter for your interpretation?
Chimamanda Ngozi Adichie: The Thing Around Your Neck – 2004	How do voice, expectations and cross-cultural experience interact?
Sefi Atta: Green – 2004	Which conflicts around status, family, identity or belonging are relevant?
Andrea Levy: Loose Change – 2004	How does an encounter expose distance, responsibility or unequal positions?
Luis Alberto Urrea: The Southside Raza Image Federation Corps of Discovery – 2011	How can language, place and US identity be connected?
Zadie Smith: The Embassy of Cambodia – 2013	How are movement, visibility, work, power or belonging represented?
Kit de Waal: Exterior Paint – 2017	How can memory, social context and Black British experience be linked?
Neel Mukherjee: The Soldier’s Tale – 2017	How do displacement, narration, institutions or belonging shape meaning?

Rule: These questions are retrieval prompts, not model interpretations. Re-open the mandatory texts and your class evidence before making a claim.

Context media: USA, UK and migration

USA lens: Describe first, contextualize second, interpret third. Ask how historical migration images may support, challenge or complicate ideas such as freedom, equality and the pursuit of happiness.

UK lens: Use the monument as a visual source about memory and postcolonial Britain. Separate what you can actually see from historical knowledge you add.

Listening/Viewing – Windrush: Watch the BBC News source and take notes under three headings: experience – historical context – perspective. Then compare what oral testimony can communicate that a monument cannot.

Data literacy: This visualization was created from earlier data and is not a current 2026 count. Use it to practise source criticism: date, definition, scale, category, missing information and possible overgeneralization.

Authors, voice and cross-cultural perspective

Viewing – Chimamanda Ngozi Adichie: After watching The Danger of a Single Story, formulate one sentence beginning: A single-story reading of migration would be limited because … Then test the sentence against one mandatory story.

Listening – Jhumpa Lahiri: Select a short section of the interview on writing, translation or crossing cultures. Record keywords only. Then explain how the interview context can generate a question for literary analysis without replacing evidence from the short story.

Transfer: A photograph of an author is context, not textual evidence. Write one sentence explaining this distinction.

Listening and Viewing strategy

Use a three-pass routine whenever the medium allows repeated viewing:

Pass 1 – gist: Who speaks? What is the situation? What is the central issue?
Pass 2 – evidence: Note key claims, examples, contrasts, tone and visual/audio signals.
Pass 3 – synthesis: Connect only one or two well-supported points to a mandatory work or thematic field.

For exam-style listening, train without subtitles as well. In the 2027 written LF exam, listening uses unknown English-language audio documents and may include multiple-choice, matching and semi-open tasks.

Reading: unknown practice material

Practice source: The following text and data are original fictional material created for this aiMOOC. All names, institutions and figures are fictional. They are designed for analysis and do not describe real research.

Mina Patel, “What Counts as Arrival?”, fictional student magazine Crossings, 2026

(1) When we talk about migration, we often count departures, borders and arrivals. Yet the most difficult part of a journey can begin after the official arrival. For six months, our fictional Bridge Lab asked 80 upper-secondary students with cross-border biographies what helped them feel able to participate rather than merely be present.

(2) Most responses described small acts of interpretation: understanding a joke, knowing how to ask for help, or deciding when to explain the pronunciation of a name. In our fictional survey, 74 per cent selected “being understood in everyday English”, 68 per cent “having one trusted local contact”, 61 per cent “seeing one’s background represented” and 55 per cent “understanding unwritten rules”. The figures do not prove causation, and our volunteer sample is not representative. They show only what these respondents wanted adults to notice.

(3) Language is not simply a neutral tool in this account. In a new environment, it can open a door and still make a speaker feel marked as different. Translation therefore cannot be treated as a one-way duty of the newcomer. A host institution also has to translate its assumptions: how schedules, feedback, forms and informal rules work. At the same time, newcomers interpret new expectations through memories, habits and knowledge brought from elsewhere.

(4) If arrival is framed only as assimilation, success may look like the disappearance of difference. If it is framed only as a celebration of diversity, institutions may overlook unequal access. A more demanding model is negotiation: both sides may need to change, although they do not enter that negotiation with equal power.

(5) Literature and film complicate any neat model. Stories of migration show that welcome, legal position, class, memory, language and power can intersect. Arrival makes communication itself a high-stakes problem, while the mandatory short stories place movement and encounter in different social settings. The useful question is not whether all these situations are the same, but: Who is expected to interpret whom, and with what consequences?

(6) Arrival, then, should not automatically be treated as a finished event stamped at a border. The author of this article proposes seeing it as a process of mutual legibility: sometimes successful, sometimes resisted. A society that asks newcomers to learn its language can also ask how intelligible its own rules are. In this view, belonging is built through participation, recognition and contested choices rather than produced by movement alone.

Fictional data supplied with the article:

Selected condition	Share of 80 fictional respondents
Being understood in everyday English	74%
Having one trusted local contact	68%
Seeing one’s background represented	61%
Understanding unwritten rules	55%

Critical reading first: The sample is fictional, small and self-selected. You may analyze how the author uses the figures, but you must not present them as real evidence about migrants in general.

Kontextwortschatz: English first

Word	Meaning from context / English explanation	Word family
belonging	a sense of being accepted, connected or able to participate	belong – belonging
displacement	forced or disruptive movement away from a home or familiar place	displace – displaced – displacement
assimilation	a process in which a person or group becomes more similar to a dominant culture, sometimes with pressure to reduce visible difference	assimilate – assimilation
integration	participation in a society while interaction and adaptation can occur across groups	integrate – integration – integrated
agency	the capacity to make choices and act	agent – agency
framing	the way an issue is selected and presented so that some meanings become more prominent	frame – framing
bias	a systematic tendency or perspective that can distort selection or judgment	bias – biased
representative	sufficiently typical of a wider population for a stated purpose	represent – representation – representative
negotiate	to work through differing positions, meanings or interests	negotiate – negotiation – negotiable
interpret	to explain or construct meaning from language, evidence or signs	interpret – interpretation – interpreter

Vocabulary ladder: First use context. Then inspect prefixes, suffixes and word family. Then use an English-English dictionary. Then use a bilingual dictionary. Only after that use German help if still necessary.

Last-resort German help: belonging = Zugehörigkeit; displacement = Vertreibung/Verlagerung; bias = Verzerrung/Voreingenommenheit. Return immediately to English production.

Analysis toolkit

Use the compact sequence Feature → Evidence → Function → Effect → Synthesis.

Question	What to do
Feature?	Name a relevant structural, linguistic, rhetorical, narrative or visual choice.
Evidence?	Give a short quotation, precise reference or described visual/data element.
Function?	Explain what the choice does in this specific passage.
Effect?	Explain how it shapes meaning, stance, reader response or credibility.
Synthesis?	Connect the finding to the task, another material or thematic knowledge.

Avoid device spotting. A metaphor, statistic or contrast is not analysis until you explain why it matters here.

Speaking

60-second visual monologue: Choose one Commons image above. Structure: observation – interpretation – context – limitation – synthesis question.

Dialogue prompt: “Successful cross-cultural encounters require adaptation from both newcomers and institutions.” Discuss the claim. Your goal is not to win; clarify terms, test assumptions, respond to evidence and identify conditions under which your position changes.

Written exam vs Kommunikationsprüfung: The written LF exam tests unknown listening and written work with summary, analysis and a third writing task. The Kommunikationsprüfung is a separate oral assessment with monologic and dialogic speaking. Train the same thematic knowledge, but do not prepare a written essay and recite it as an oral answer. Current school and ministry instructions take precedence for exact organization and timing.

Writing: neue Abitur-Synthesis-Aufgabe

This is an original practice task, not an official examination paper.

Material: Mina Patel, “What Counts as Arrival?” plus the fictional data table above.

II.1 – Aspect-related summary

Summarize the author’s view of what successful arrival requires, focusing on the roles of language, institutions and participation.

Training target: about 120–150 words. This is a practice target, not an official word-count rule.

II.2 – Analysis

Analyze how the author conveys the tension between physical arrival and social belonging. Focus on structure, use of language and communicative strategies. Also consider the function and limitations of the fictional data.

Your analysis should move from evidence to function and effect. Do not list devices.

II.3 – AFB III: choose one

Option A – personal response: Assess to what extent the claim “arrival depends on mutual interpretation rather than assimilation” offers a useful lens for understanding migration and cross-cultural encounters. Refer to the material, Arrival, at least two mandatory short stories and relevant USA and/or UK thematic knowledge.

Option B – speech manuscript: You are speaking at a fictional youth conference titled “On the Move: Who Has to Translate Whom?”. Write the manuscript of a speech in which you develop a nuanced position on responsibilities in cross-cultural encounters. Use the material, at least two mandatory works and relevant thematic knowledge.

Important: Do not write a catalogue such as “Text A says … Text B says …”. Organize by ideas: for example language – belonging – power – institutions – memory – agency and integrate works where they genuinely advance the argument.

Leistungsfach-Differenzierung

Route	Reading / support	Analysis and synthesis	Writing
Support route	Use vocabulary ladder, paragraph labels and the analysis table.	Develop three well-supported analytical points and connect two mandatory works.	Use sentence starters, then remove them during revision.
Core LF route	Work without German help after initial clarification.	Develop a differentiated analysis and connect material, Arrival, two or more stories and thematic knowledge.	Build a counterargument and qualify your final judgment.
Stretch route	Add source criticism and alternative readings.	Connect at least three mandatory works and compare how medium, perspective and context change meaning.	Integrate a strong counter-position and explain the limits of your own synthesis.

Adjust pace and amount of support, not the intellectual integrity of the task.

Planning without a replacement essay

Step	Your notes
Task claim	What exactly must you summarize, analyze or assess?
Unknown material	Which two or three pieces of evidence are indispensable?
Mandatory works	Which works provide genuinely comparable or contrasting evidence?
Thematic knowledge	Which USA/UK context clarifies the argument rather than decorating it?
Counter-position	What would a strong critic of your claim say?
Qualification	Under which conditions is your conclusion valid?

No model essay is provided. The goal is independent analysis and writing.

Sentence starters – use, then fade

Analysis: “The author frames … through …, which suggests …”; “The contrast between … and … shifts the focus from … to …”; “The statistic functions rhetorically as …, but its evidential value is limited because …”

Synthesis: “This lens clarifies … in …, whereas … complicates it by …”; “Unlike the article, the film/story represents … through …”; “The comparison is useful only if … is taken into account.”

Evaluation: “The claim is convincing to the extent that …”; “A limitation of this view is …”; “The stronger conclusion is therefore not that …, but that …”

Mediation – optional training

Scenario: A German school exchange group is preparing an English-language exhibition on migration narratives. Your partner school asks why the class should distinguish between fictional data, historical sources and literary representation.

Task: Mediate the key ideas from this course in an English email of about 140–180 words. Do not translate line by line. Select what the addressee needs, explain unfamiliar school or exam context briefly and keep a suitable register.

Hilfen

Help 1 – task decoding: Underline the operator, topic, focus aspects, material requirements and target text type.

Help 2 – evidence test: For every paragraph ask: “Could I point to exact evidence for this claim?” If not, revise or delete it.

Help 3 – synthesis test: Circle every work title. If a work appears only once as a name-drop, integrate evidence or remove it.

Help 4 – language test: Replace vague nouns such as “thing”, “aspect” or “problem” with precise concepts such as belonging, agency, framing, unequal access, register, perspective.

Help 5 – dictionary order: Context → word family → English-English dictionary → bilingual dictionary → German last-resort help.

Feedback

Peer feedback must point to evidence, not personality.

Check	Feedback question
Task fulfilment	Does the response answer the exact operator and focus?
Evidence	Are claims anchored in precise material?
Analysis	Is the function/effect explained rather than merely named?
Synthesis	Are connections argumentative rather than additive?
Evaluation	Are counterarguments and qualifications meaningful?
Language	Is the register appropriate, precise and cohesive?

Fehleranalyse

After feedback, mark only the error type first:

T – Task: part of the task was missed or misread.
E – Evidence: evidence is absent, inaccurate or too general.
A – Analysis: a feature is named without function or effect.
S – Synthesis: sources are placed next to each other instead of connected.
J – Judgment: the conclusion is asserted without criteria, evidence or qualification.
R – Register: target text type or audience is not respected.
L – Language: grammar, vocabulary, cohesion or syntax blocks precision.

Then revise one paragraph completely. Explain what you changed and why.

AI, Quellen und Privatsphäre

AI is optional, not required.

Independent work: First produce your own notes, thesis and evidence map.
Verification: Check AI claims against the mandatory texts, official requirements and reliable sources. AI output is not a source merely because it sounds plausible.
Transparency: If your teacher allows AI, document what tool supported which step and what you independently checked.
No replacement essays: Do not submit an AI-generated essay as your own analysis.
Privacy: Use fictional practice data. Do not enter personal, sensitive or identifiable information into external tools.
Recordings: Speaking recordings are voluntary and should remain private/local unless you explicitly choose another arrangement permitted by your school.
Uploads: No unrequested uploads of texts, voices, images or school documents. This course does not require access to an external AI service.

Transfer

Choose one transfer route:

Visual transfer: Replace the fictional table with a legally usable current dataset. Analyze definition, year, scale, missing variables and rhetorical effect.
Film transfer: Rewatch a legally available scene from your school copy of Arrival. Analyze how sound, framing, editing or mise-en-scène represents communication.
UK transfer: Connect a mandatory story with a historically grounded source on postcolonial Britain or Windrush without treating one source as representative of all migration.
USA transfer: Test how a mandatory work complicates freedom, equality or the pursuit of happiness.
Speaking transfer: Turn one written synthesis paragraph into a two-minute monologue, then answer two critical follow-up questions.

Abi-Check 2027

Verified for the Baden-Württemberg English Leistungsfach, Abitur 2027:

The mandatory focus is On the Move: Migration and Cross-Cultural Encounters with Arrival and the eight short stories listed above.
The two additional thematic fields concern USA and United Kingdom between tradition and change.
In LF assessment, AFB II and AFB III receive stronger emphasis than AFB I.
The written exam lasts approximately 255 minutes including selection time.
Part I is listening for approximately 30 minutes; after a 15-minute break, Part II provides 225 minutes for writing including selection time.
The writing section offers a literary and a non-literary task. One links to the focus topic and mandatory works; the other links to one or both thematic fields.
II.1 requires an aspect-related summary. II.2 requires analysis supported by the text and relevant formal/language features. II.3 offers a choice between a personal response and a creative/target-text writing task.
Permitted aids named in the Facherlass include an English monolingual dictionary, an English-German/German-English bilingual dictionary and a German spelling reference.
The Kommunikationsprüfung is a separate oral component. Its detailed organization and assessment are governed separately; use the current school/ministry instructions for your exam year.
From examination year 2027, use the revised IQB operator descriptions.

Official sources: Facherlass Abitur 2027 – Baden-Württemberg IQB – Begleitende Dokumente und Operatoren Landesbildungsserver – Grafiken und Bilder Landesbildungsserver – Sprachmittlung

Operatoren 2027

summarize: Select and condense the relevant information for the focus named in the task.

analyze / examine: Describe and explain relevant features in detail, give evidence and relate content to language and form.

assess / evaluate: Form a well-founded judgment and support it with evidence and examples.

Do not memorize operator definitions as isolated vocabulary. Practise what each operator makes you do with evidence.

Medien- und Quellencheck

The Wikimedia Commons images in this course link to their file pages, where licence and attribution information can be checked. The 2024 refugee map is available under a Creative Commons licence; the Windrush Monument photograph is CC BY-SA; the Lahiri image is CC BY. The Arrival item is the official Paramount trailer, not an unauthorized film extract. The Adichie video is an official TED source; the Lahiri conversation is also documented on Wikimedia Commons as freely licensed. The BBC Windrush item is used as an embedded news source.

Media rule: Stream or link lawful sources; do not download and re-upload copyrighted film material. Check availability and licence again when reusing media outside MOOCwiki.

Folgekurs

Continue with ABI LF - On the Move – Comparison and Evaluation for deeper cross-text comparison and ABI LF - On the Move – Kommunikationsprüfung for monologue-dialogue transfer.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

Which focus is mandatory for English LF in the Baden-Württemberg Abitur 2027? (On the Move: Migration and Cross-Cultural Encounters) (!Science and Technology: Future Worlds) (!The Media: Digital Democracy) (!Global Economy and International Trade)

What is the main purpose of an aspect-related summary? (To condense the information relevant to the focus named in the task) (!To comment on every idea in the source) (!To list as many quotations as possible) (!To explain all stylistic devices)

What turns identification of a stylistic feature into analysis? (Explaining its function and effect with evidence) (!Naming the feature several times) (!Giving a German translation) (!Replacing evidence with thematic knowledge)

What is central to a strong AFB-III response? (A well-founded judgment supported and qualified by evidence) (!A plot summary of every mandatory work) (!A list of memorized quotations without argument) (!An unsupported personal preference)

What should normally come before German vocabulary help in this course? (Context, word formation and English explanation) (!Immediate full translation) (!Guessing without checking) (!Skipping the unfamiliar word)

How should the fictional survey figures in the practice text be treated? (As constructed material whose rhetorical function and limitations can be analyzed) (!As representative evidence for all migrants) (!As official Baden-Württemberg statistics) (!As verified UNHCR research)

Which synthesis move is strongest? (Connecting sources through a shared analytical idea and explaining similarities and differences) (!Mentioning every work title once) (!Retelling each work in chronological order) (!Using thematic knowledge without linking it to the task)

What follows the listening section in the 2027 written LF exam? (A break and then the writing section) (!A mandatory oral examination) (!A full translation into German) (!A film production task)

Which material may appear alongside an unknown text in the writing section? (Images, statistics or diagrams) (!Only a complete mandatory novel) (!Only German-language grammar exercises) (!Only previously studied classroom worksheets)

What distinguishes the Kommunikationsprüfung from the written exam? (It focuses on oral monologic and dialogic communication) (!It replaces all written analysis) (!It consists only of vocabulary translation) (!It requires memorizing a complete model essay)

Memory

Aspect-related summary	Relevant main ideas
Textual analysis	Evidence and effect
AFB III	Reasoned judgment
Communicative strategy	Audience-oriented effect
Cross-cultural encounter	Negotiated meaning
Source check	Date licence authority

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Summary	Select relevant main ideas
Analysis	Explain how form creates meaning
Synthesis	Connect material works and thematic knowledge
Evaluation	Form a reasoned judgment with evidence
Revision	Improve content structure and language

Kreuzworträtsel

Belonging	What term describes a sense of being accepted and able to participate?
Migration	What term describes movement from one place or country to another?
Perspective	What term names the position from which something is represented or understood?
Synthesis	What term describes connecting different materials into one argument?
Evidence	What term names the support used to justify an analytical claim?
Register	What term describes language choices appropriate to situation and audience?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Source check: Choose one image above and write a four-sentence source check covering creator or institution, date, licence and one limitation.
Context vocabulary: Build a personal word-family map for five key terms and add an original English example sentence for each.
Visual analysis: Describe one Commons image without interpretation, then add a second paragraph that clearly marks interpretation.
Summary writing: Reduce paragraphs 1–3 of the fictional article to 70 words while keeping only information relevant to language and participation.

Standard

Analysis paragraph: Write one Feature–Evidence–Function–Effect paragraph on the contrast between physical arrival and belonging.
Cross-text comparison: Connect one claim from the fictional article with Arrival and one mandatory short story, using precise evidence from your course materials.
Listening analysis: Use one embedded video to identify perspective, purpose and two communicative strategies; explain how each shapes the audience’s understanding.
Speaking practice: Record an optional private two-minute monologue on the question “Who has to translate whom?” and self-assess structure, evidence and fluency without uploading the recording.

Schwer

AFB III writing: Complete Option A or B under timed conditions and revise only after the time is over.
Counter-reading: Develop a strong alternative interpretation of paragraph 4 or 6 and test which evidence supports or limits it.
Material synthesis: Add one current, reliable and legally reusable data source, then explain how it changes or complicates the argument of the fictional article.
Exam design: Create an original three-part LF task with summary, analysis and AFB III using a lawful short source; justify why each task activates a different level of thinking.

Lernkontrolle

Transfer of method: Given a new migration-related visual, formulate an analytical thesis, identify two relevant design features and explain how they support or challenge the thesis.
Evidence hierarchy: Compare a literary scene, a personal testimony and a statistical chart. Explain what each can support as evidence and what it cannot establish.
Synthesis under pressure: Plan an AFB-III response that connects an unknown article, Arrival and two mandatory stories around one conceptual tension rather than around work titles.
Counterargument: Take a strong claim about assimilation, integration or belonging and construct the best counter-position you can before writing a qualified judgment.
Source reliability: Evaluate a hypothetical AI-generated claim about a mandatory story by designing a verification process using the original text, official exam documents and reliable secondary sources.
Written vs oral transfer: Convert a written analytical paragraph into a two-minute oral contribution and explain which changes in structure, signposting, evidence and register are necessary.

Lernnachweis

For a successful Lernnachweis, show that you can:

decode operators and task focus accurately;
summarize selectively without commentary;
analyze language, structure, communicative or narrative choices with precise evidence;
connect unknown material with Arrival, mandatory short stories and thematic knowledge;
distinguish comparison from synthesis;
develop a reasoned AFB-III judgment with counterargument and qualification;
use an appropriate target-text register;
work with visual and data material critically;
verify sources, dates and licences;
distinguish your own work from AI-supported steps;
revise recurring content and language errors independently;
apply the method to new material rather than reproduce a memorized essay.

OERs zum Thema

Official and open learning resources:

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