aiMOOC

ABI LF - The Soldier’s Tale – Neel Mukherjee

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ABI LF - The Soldier’s Tale – Neel Mukherjee

Mini-description: Analyse mobility, displacement, identity, conflict, relationships and narrative construction in Neel Mukherjee’s The Soldier’s Tale. This course is designed for the Leistungsfach Englisch in the Kursstufe in Baden-Württemberg. It works with short contextual information, active media, exam-style analysis and independent evidence from your own lawful copy of the text.

Copyright and learning rule: The complete short story is not reproduced here. Work with a legally available school or personal copy and add page or line references yourself. The course offers analytical tools, prompts and feedback criteria, but no replacement essay.

Sensitive-content note: The story deals with forced mobility, coercion, imprisonment, violence, exploitation and asylum. You may work analytically without sharing personal experiences. Recordings are optional and should remain private unless you deliberately choose otherwise.

Einleitung

The Soldier’s Tale was published in 2017 in Refugee Tales II. The anthology adapts the idea of travelling storytellers associated with Geoffrey Chaucer’s Canterbury Tales. For Mukherjee’s contribution, the author listened to the experiences of a former soldier from Eritrea and transformed material from that encounter into a literary narrative. Refugee Tales is also an advocacy project; its political positions should therefore be identified as the project’s positions and distinguished from independently verified factual information.

This aiMOOC focuses less on retelling the plot than on one central question:

How does narrative form shape what readers can know, believe and judge about a displaced person’s mobility and identity?

You will approach this question through reading, listening/viewing, vocabulary work, close analysis, speaking, writing, mediation and exam transfer.

Course profile and official Abi status

Stand: 3 October 2026. For the Baden-Württemberg Abitur 2028, the official Facherlass lists The Soldier’s Tale by Neel Mukherjee as part of the Leistungsfach focus On the Move: Migration and Cross-Cultural Encounters. The course therefore trains both literary competence and the wider thematic field of migration, mobility and cross-cultural encounters.

Area	Leistungsfach focus
Language level	B2, with parts reaching C1; precise, increasingly independent academic language
Text work	Greater breadth, depth, abstraction and text complexity than in the Basisfach
Analysis	Differentiated, evidence-based analysis with independent links between text, context and material
Cognitive demand	Strong emphasis on AFB II and AFB III in addition to secure comprehension
Evidence	Claims must be supported by precise references to the lawful text and by analysis of technique and effect

Written exam and communication exam: do not mix them up

Written Abitur 2028	Kommunikationsprüfung 2028
Listening component: about 30 minutes	Preparation time: 15 minutes
Afterwards: 15-minute break	Individual exam: at least 15 minutes
Writing component: 225 minutes including task choice	Individual format: about 5-minute monologue plus about 10-minute dialogue
Total written examination: about 255 minutes including selection time	Tandem exam: at least 20 minutes; each candidate has a monologic phase, followed by dialogue
Written analysis may work with unknown literary or non-literary texts and connect them with focus topics and mandatory works	A mandatory-work extract is not used as the communication-exam stimulus
Dictionaries permitted according to the official regulations	Tasks may use visual, audio, audiovisual, quotation or thesis-based stimuli

For the overall foreign-language Abitur assessment, the 2028 correction guidelines allocate 20% to listening, 55% to writing and 25% to the communication exam. In written production, content and language are assessed in a 40:60 relationship. Always check your own examination year again before the exam because official regulations can change.

Media entry

Look – infer – question. Spend one minute on the image without reading further.

Step	Your task
Look	Record only what is visibly observable.
Infer	Add possible interpretations, but mark them explicitly as inference.
Question	Write three questions the image cannot answer.
Transfer	Explain why the distinction between observation, inference and evidence matters when reading an asylum-related narrative.

The same discipline will guide the literary analysis: do not turn assumptions into facts.

I-can goals

I can distinguish plot information, narrative mediation, inference and contextual knowledge.
I can analyse mobility and displacement as more than geographical movement.
I can explain how institutional labels interact with identity and agency.
I can trace external, interpersonal and internal conflicts without reducing them to a single cause.
I can examine relationships as structures of trust, distance, dependence and power.
I can analyse focalisation, framing, chronology, gaps, register and open-endedness.
I can support interpretations with precise evidence from my own lawful copy.
I can connect the story independently with other materials in the topic field On the Move.
I can speak for about five minutes from a visual or conceptual stimulus and sustain an analytical dialogue.
I can write a focused summary, analysis and evaluative or creative response without relying on a model essay.

Activate prior knowledge

Before reading, create a six-box concept map with the terms mobility – displacement – identity – conflict – relationships – narrative construction. Add one association, one question and one possible connection to another concept in each box.

Rule: At this stage, do not claim anything about the story that you have not yet verified in the text.

English-first help ladder

When you do not understand a word or concept, use help in this order:

Context: infer meaning from the sentence and surrounding passage.
Word formation: identify roots, prefixes, suffixes and related words.
English paraphrase: explain the idea in simpler English.
Monolingual dictionary: check a reliable English definition.
Visual or contextual support: use a map, diagram or example.
Bilingual dictionary: use German only after the previous steps if needed.

German help is therefore a safety net, not the starting point.

Listening and viewing: key migration terms

The video by Australia for UNHCR introduces terms such as refugee, asylum seeker, internally displaced person and migrant.

Viewing task: Create a four-column table: term, English definition, key distinction, one possible misuse of the term. Then compare your notes with a current UNHCR glossary. Treat definitions as context for literary analysis, not as legal advice about an individual case.

Context: author, anthology and storytelling project

Refugee Tales II appeared in 2017. The project draws on the travelling-story framework associated with Chaucer while bringing together literary writers and people whose experiences involve refuge, asylum or detention. Comma Press describes the project as connected with campaigning by Gatwick Detainees Welfare Group. That advocacy stance is relevant to context, but it should not predetermine your interpretation of Mukherjee’s literary choices.

In a 2017 interview connected with the anthology, Mukherjee explained that he had been paired with a soldier from Eritrea, listened to his account and then wrote a literary tale. This background raises an important ethical question: What happens when one person’s experience is heard, selected, reordered and narrated by someone else?

Author interview: listening for craft, not biography

This University College Oxford interview with Neel Mukherjee is not a substitute for the short story. Use a teacher-selected five- to eight-minute section to practise listening for authorial reflection.

Listen for	Record
Craft	one statement about writing, form, voice or selection
Evidence type	whether the statement is fact, reflection, interpretation or opinion
Transfer	one question the statement raises for your reading of The Soldier’s Tale
Limit	one reason why an author interview cannot replace textual evidence

Spatial context and mobility

The narrative concerns Salim, a man from Eritrea whose life is reconstructed through an asylum-related institutional perspective. His movement is connected with coercion, military service, imprisonment, escape and later migration. The story should not be reduced to a route map: its central issue is also who has the power to move, stop, detain, classify, believe or refuse another person.

Location map of Lampedusa; Wikimedia Commons, CC BY-SA 3.0. Context image only; it does not document Salim’s exact route.

Map task: On a blank map, mark only locations you can verify from your edition. Use arrows of different kinds for forced movement, attempted movement, interrupted movement and institutionally controlled movement. If a location or stage is uncertain, use a question mark instead of inventing precision.

Institutional perspective

A key feature of the story is that Salim is not presented through an unrestricted first-person life narrative. His history reaches the reader through an unnamed Home Office caseworker processing his case. This creates a mediated and asymmetrical relationship between the person whose life is being assessed and the person who controls the narrative frame available to the reader.

The institutional setting turns narration into a problem of credibility: what counts as coherent, plausible, documented or believable? Literary analysis should therefore examine not only what happened, but how the text makes the reader experience the act of assessing another person’s account.

Context vocabulary and word formation

Core term	Word family	English-first explanation	Analysis prompt
mobility	mobile – immobilise – immobility	the ability or possibility to move across spaces or social positions	Where is movement enabled, forced, blocked or controlled?
displacement	displace – displaced	being forced or pushed away from a stable place, position or sense of belonging	Is displacement spatial, social, emotional or temporal?
agency	agent – act – action	the capacity to make meaningful choices and to act	When does a character gain or lose room for action?
detention	detain – detainee	confinement by an authority	How does confinement affect mobility and identity?
asylum	asylum seeker – seek	protection requested from another state by a person claiming risk of persecution or serious harm	How do legal or institutional categories shape the narrative?
credibility	credible – credibly – discredit	the quality of appearing believable or trustworthy	Who decides what is credible and on what basis?
coercion	coerce – coercive	pressure or force that limits free choice	Which movements or decisions cannot be called fully voluntary?
testimony	testify – testimonial	an account given as evidence about events or experiences	How does testimony change when another person retells it?
classification	classify – class – classified	sorting people or information into categories	What does a label reveal, simplify or conceal?
focalisation	focalise – focaliser	the filtering of narrative information through a particular perspective	Through whose perception do we receive information?
belonging	belong – belonging	a sense of connection to a place, group or identity	What destabilises or reconstructs belonging?
narrative	narrate – narrator – narration	the constructed presentation and ordering of events	Which choices determine what the reader knows and when?

German mini-help only after the English steps: displacement = Vertreibung/Verlagerung; credibility = Glaubwürdigkeit; focalisation = Perspektivsteuerung; agency = Handlungsmacht; coercion = Zwang.

Reading route

Use your lawful edition. Do not paste the complete story into an external tool.

Pass	Focus	Product
Reading 1: understand	Who, where, what sequence, what remains uncertain?	8–10 event notes in your own words
Reading 2: notice	Mark narrative voice, institutional language, gaps, shifts in tone, time and distance	colour-coded annotations
Reading 3: analyse	Connect form with mobility, displacement, identity, conflict and relationships	evidence matrix with page or line references
Reading 4: evaluate	Test at least two competing interpretations	short judgement with limits and counter-evidence

Copyright-safe evidence rule: Keep quotation to the minimum needed for analysis. Page or line references plus accurate paraphrase are often sufficient for preparation notes.

Six analytical lenses

Lens	Track in the text	High-level analytical question	Interpretation to test, not to copy
Mobility	journeys, escape, borders, stopping, permission, restriction	Is movement presented as freedom, necessity, danger, control or a mixture?	Mobility can expose power because some actors decide who may move and under which conditions.
Displacement	loss of place, waiting, instability, separation, temporal interruption	How does displacement affect continuity of self and belonging?	Displacement may continue even after physical movement stops.
Identity	labels, names, roles, documents, self-description, institutional description	How is a lived person transformed into a category or case?	Institutional identity can make a person legible while also reducing complexity.
Conflict	coercion, external danger, institutional scrutiny, doubt, empathy	Which conflicts are external, relational or internal?	The caseworker’s task can produce tension between procedural scrutiny and human response.
Relationships	trust, dependence, distance, mediation, family or social ties	Which relationships are direct and which are filtered through institutions or narration?	The central caseworker–Salim relationship is structurally unequal and mediated rather than ordinary intimacy.
Narrative construction	frame, focalisation, chronology, gaps, register, open ending	How does form shape the reader’s access to Salim and the act of judgement?	Limited access and narrative gaps can make the reader notice the ethics of interpretation itself.

Deep focus: narrative construction

The Leistungsfach requires you to move beyond naming techniques. Explain how a technique changes the reader’s access to information and why that matters for meaning.

Technique	What to inspect	Possible effect to verify
Frame narrator	the caseworker’s role and institutional task	the reader encounters Salim through an evaluator rather than through unrestricted self-narration
Embedded life history	how Salim’s experiences are reconstructed inside the frame	events can appear selected, ordered and interpreted rather than transparently transmitted
Focalisation	whose knowledge, perception and doubt shape a passage	access to Salim may remain partial
Chronology	retrospective ordering, acceleration, compression and pauses	narrative time can foreground some experiences and background others
Gaps and uncertainty	missing information, unresolved claims, ambiguity	the reader may be placed in a position of judgement without complete knowledge
Register	institutional lexis, evaluative phrasing, emotional shifts	bureaucratic distance can collide with the human weight of the experiences described
Open ending	what remains unresolved	uncertainty can resist a neat closure of both the case and the reader’s moral judgement

Do not treat any effect in the right-hand column as automatically true. Your task is to prove, qualify or reject it using your own text evidence.

Evidence protocol: CETAL

Use CETAL for analytical paragraphs:

Letter	Function	Question
C – Claim	precise analytical point	What exactly am I arguing?
E – Evidence	page or line reference, brief quotation only if necessary	What in the text supports the claim?
T – Technique	narrative or linguistic choice	How is the effect constructed?
A – Analysis	effect and significance	Why does this matter for the reader and theme?
L – Link	link back to task and wider interpretation	How does this answer the question?

Sentence frame for support: By filtering ... through ..., the narrative makes the reader ..., which complicates the idea that ...

LF+ extension: Add a counter-reading: However, this interpretation is limited by ..., suggesting instead that ...

Relationships as a matrix

Relationship	Questions
Caseworker ↔ Salim	What information is available? Who has institutional power? Where do doubt and empathy appear?
Salim ↔ institutions	How do institutions regulate movement, identity and credibility?
Salim ↔ family or social ties	How are relationships affected by separation, violence, movement or uncertainty?
Listener/writer ↔ source experience	What changes when lived experience becomes literary material?
Narrator ↔ reader	Does the narrator invite trust, doubt, distance, empathy or self-questioning?

Create arrows for power, knowledge, dependence and emotional proximity. They do not have to point in the same direction.

Conflict: build a layered model

Instead of writing there is conflict, sort your evidence into levels:

Level	Possible focus
External	coercion, violence, borders, forced or blocked movement
Institutional	rules, documentation, credibility assessment, categories
Interpersonal	trust, dependence, distance and asymmetry
Internal	uncertainty, judgement, empathy, scepticism or moral unease
Narrative	conflict between the desire for a coherent story and the gaps or uncertainties that remain

AFB III task: Which layer of conflict most strongly shapes the reader’s response? Defend your answer, then write the strongest objection to your own position.

Listening and viewing: advocacy and source criticism

This video is connected with the Refugee Tales project and presents an advocacy perspective on detention. Do not treat campaign material as politically neutral.

Source-criticism task:

Step	Task
Position	Identify the central claim and the speaker’s stance.
Rhetoric	Analyse one rhetorical strategy used to persuade.
Evidence	Separate verifiable factual claims from values, predictions and appeals.
Verification	Check one dated factual claim against a current official or independently reliable source.
Literary transfer	Explain why knowing the project’s advocacy context can enrich but should not predetermine your reading of Mukherjee’s story.

Speaking: Kommunikationsprüfung

The communication exam is a distinct examination format. Practice should therefore use new stimuli rather than a passage from the mandatory story.

Monologue practice: five-minute structure

Use one of the context images on this page, for example the Mediterranean photograph or the Home Office building.

Phase	Speaking move
1. Frame	Identify the stimulus and its visible content without over-interpreting.
2. Analyse	Explain composition, perspective, symbolism or communicative function where relevant.
3. Connect	Link the stimulus to mobility, displacement or identity.
4. Differentiate	Add what the stimulus cannot prove and where contextual knowledge begins.
5. Evaluate	Develop a balanced response to the task, using one counterpoint.

Practice prompt: Assess how visual representations of mobility can shape public perceptions of displacement. Connect your analysis with one literary insight from your study of The Soldier’s Tale without retelling the story.

Dialogue practice: ten-minute discussion

Discuss the proposition:

Stories about displacement can create understanding, but every act of retelling also creates distance.

Partner A begins by defining understanding. Partner B begins by defining distance. During the dialogue, each speaker must:

refer to one literary technique;
respond directly to the partner’s argument;
qualify one earlier statement;
introduce one relevant contextual source;
end by identifying one unresolved question.

Writing: Abitur-oriented practice

Part II.1: aspect-focused summary

Use a short, teacher-provided unknown text about migration, storytelling, identity or borders.

Task: Summarise the author’s main ideas on how institutions shape displaced people’s identities.

Self-check: no quotation collection, no line-by-line retelling, no personal evaluation, clear aspect focus, concise reporting language.

Part II.2: analysis

Work with your lawful copy of The Soldier’s Tale and select a manageable passage agreed in class.

Task: Analyse how narrative construction shapes the reader’s assessment of mobility and credibility in the passage. Refer to the wider story where relevant.

Use CETAL. Include at least two different narrative techniques and at least one linguistic observation. A list of devices without explanation does not meet the analytical demand.

Part II.3: personal response or creative transformation

Possible exam-oriented genres include article, blog entry, email, letter, letter to the editor or speech manuscript.

Practice task: Write a speech manuscript for a school literature forum in which you discuss why stories about forced mobility should make readers question how they judge incomplete accounts.

Use the literary text as a source of ideas, but do not imitate or reproduce its copyrighted wording.

No replacement essay: planning scaffold

Before drafting, fill in only this plan:

Paragraph	Claim	Evidence reference	Technique	Why it matters	Link or counterpoint
1
2
3

Then write the essay independently. AI-generated full model essays should not replace your own composition.

Mediation

In the course phase, mediation remains an important communicative competence even though it is not a separate final component of the 2028 written English Abitur format described above.

German source card created for this course:

Die Kurzgeschichte erschien 2017 in der Anthologie Refugee Tales II. Neel Mukherjee berichtete in einem Interview, dass er für seinen Beitrag die Geschichte eines früheren Soldaten aus Eritrea anhörte und daraus einen literarischen Text entwickelte. Die Anthologie greift ein an Chaucers Canterbury Tales erinnerndes Modell des gemeinsamen Erzählens auf. Zugleich gehört Refugee Tales zu einem Projekt mit einer klaren politischen Position zur britischen Abschiebungshaft. Wer den Projektkontext erklärt, sollte deshalb literarische Entstehung, überprüfbare Fakten und die Position der Kampagne voneinander unterscheiden.

Situation: An English-speaking partner school is preparing a literature project on storytelling and migration. Mediate the relevant information in 120–150 words. Do not translate sentence by sentence. Select, reorganise and explain what the partner school needs.

Differentiation for the Leistungsfach

Dimension	Support	Core	LF+
Language	sentence frames, word-family table, monolingual dictionary	independent academic phrasing	deliberate nuance, hedging, counter-argument and stylistic precision
Scope	one passage and one analytical lens	two to three lenses across passage and whole story	multiple lenses plus contextual source
Pace	staged reading with checkpoints	timed reading and note-making	reduced preparation time and independent source selection
Evidence	teacher-selected evidence zones	self-selected page or line references	evidence hierarchy plus counter-evidence
Analysis	technique–effect link	technique–effect–theme link	competing readings, limitations and synthesis
Speaking	cue cards and phrase bank	five-minute monologue and dialogue	spontaneous qualification and material transfer

Feedback and error analysis

Use feedback as diagnosis rather than as a score-only activity.

Error type	Diagnostic question	Revision action
Task focus	Did I answer the exact operator and aspect?	Rewrite thesis and topic sentences.
Evidence	Is each major claim anchored in the text?	Add precise references or remove unsupported claims.
Analysis	Did I explain how form creates meaning?	Add technique, effect and significance.
Coherence	Do ideas develop logically?	Improve paragraph order and linking.
Lexis	Is vocabulary precise and appropriately academic?	Replace vague words with contextual terms.
Grammar	Are recurring errors reducing clarity?	Log one pattern and correct all occurrences.
Register	Does the language fit analysis, speech, blog or mediation?	Adjust tone and conventions.

For written performance, remember the official 2028 weighting: content 40%, language 60%. Strong ideas still need clear and accurate English.

Personal error log

Create four recurring categories only: analysis – evidence – cohesion – language. After each task, record one example of an error, your corrected version and one rule for the next task. Stop logging an error once you can avoid it reliably.

Responsible use of AI, data and media

Your analysis remains yours: use AI, if permitted, for questions, vocabulary checks, counter-arguments or feedback, not as a replacement author for assessed work.
Verify claims: check dates, quotations, page references and interpretations against the actual source.
Protect copyrighted text: do not upload or paste the complete mandatory story into external systems.
Protect personal data: use fictional or pseudonymised data in practice tasks.
Recordings are voluntary: speaking practice can be live, local or private; no public upload is required.
No unrequested uploads: do not send schoolwork, voices, faces or personal information to external AI services without informed permission.
Name assistance when required: follow your school’s rules for documenting AI or other tools.

Transfer: connect the story with On the Move

Use a comparison grid rather than retelling two texts.

Comparison lens	The Soldier’s Tale	Other work or material
Mobility	Who controls movement?	Compare with Arrival or another course text.
Identity	How do categories and documents shape identity?	Compare with a text by Jhumpa Lahiri, Chimamanda Ngozi Adichie or another prescribed author.
Narrative access	Who speaks, who is filtered, who remains partly inaccessible?	Compare narrative perspective and reliability.
Belonging	How is belonging interrupted or reconstructed?	Compare social, cultural and emotional dimensions.
Power	Who can classify, permit, detain, believe or refuse?	Compare literary representation with a current factual source.

AFB III transfer: Develop one thesis that applies to both texts and one point where the texts resist comparison.

Abi-Check

Can I explain why The Soldier’s Tale belongs to the 2028 Leistungsfach focus On the Move?
Can I distinguish summary, analysis and evaluation by operator?
Can I analyse narrative situation, focalisation, characterisation, plot/time structure, setting, lexis, tone, syntax and stylistic choices where relevant?
Can I move from technique to effect to thematic significance?
Can I support interpretations with precise evidence from my own lawful copy?
Can I formulate and test a counter-reading?
Can I connect an unknown material independently with the mandatory work?
Can I manage the written sequence of listening, break and writing under the official time conditions?
Can I prepare a communication-exam monologue in 15 minutes and sustain a dialogue?
Do I remember that a mandatory-work extract is not used as the communication-exam stimulus?
Can I distinguish a source’s factual information from advocacy, interpretation and opinion?
Have I checked the official regulations for my own examination year rather than relying on an older course sheet?

Folgekurs

After this unit, continue with a comparative LF module:

ABI LF - On the Move – Comparative Migration Narratives

Suggested focus: compare voice, mobility, belonging, institutional power and narrative ethics across literary and non-literary material. Keep the same CETAL protocol so that comparison grows out of precise evidence rather than plot summary.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

Which perspective fundamentally structures the reader’s access to Salim’s story? (An unnamed Home Office caseworker processing Salim’s case) (!An omniscient narrator outside all institutions) (!Salim narrating his entire life directly in first person) (!A journalist reconstructing the case from newspaper reports)

In which publication context did The Soldier’s Tale appear in 2017? (Refugee Tales II) (!The Canterbury Tales) (!A State of Freedom) (!The Lives of Others)

What is the most useful analytical meaning of mobility in this course? (Movement shaped by possibilities constraints and power) (!A list of all geographical locations) (!A synonym for tourism) (!Only the distance travelled by a character)

What does displacement analysis investigate beyond physical movement? (Loss or instability of place continuity and belonging) (!Only changes in weather) (!Only transport technology) (!Only the narrator’s vocabulary level)

Which question best addresses identity in the story? (How do lived identity and institutional labels interact) (!How many adjectives occur on each page) (!Which country has the largest population) (!Which edition has the longest introduction)

Which tension is especially relevant to the caseworker perspective? (Scrutiny and credibility assessment versus human response) (!Comedy versus romantic courtship) (!Scientific certainty versus laboratory error) (!Advertising versus consumer choice)

How can the relationship between the caseworker and Salim best be described for analysis? (Mediated asymmetrical and institutionally structured) (!Equal private friendship) (!Unrelated parallel narration) (!Direct family relationship)

Which set of features belongs most directly to narrative construction? (Frame focalisation chronology gaps and register) (!Latitude rainfall altitude and temperature) (!Price colour weight and size) (!Election turnout taxation inflation and trade)

What is expected in an analytical paragraph at Leistungsfach level? (A claim supported by evidence technique analysis and task link) (!A list of devices without effects) (!A plot retelling without references) (!A personal reaction without textual evidence)

Which rule applies to the 2028 English communication exam in Baden-Württemberg? (Mandatory-work extracts are not used as the stimulus) (!The entire mandatory story must be read aloud) (!Only written translation is assessed) (!No preparation time is provided)

Memory

Mobility	Movement shaped by possibilities and constraints
Displacement	Loss or instability of place and belonging
Focalisation	Filtering information through a perspective
Credibility	Perceived believability of an account
Caseworker	Institutional decision-making role
Agency	Capacity to act and make choices
Open ending	Unresolved outcome that resists neat closure

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Claim	Analytical statement
Evidence	Precise reference from the lawful text
Mobility	Movement and blockage
Identity	Labels and lived selfhood
Relationship	Mediated and unequal contact
Narrative construction	Frame and focalisation

Kreuzworträtsel

Mobility	Which term describes movement shaped by possibilities and constraints?
Identity	Which term describes how a person understands and is categorised as a self?
Narrator	What do we call the voice or figure presenting a narrative?
Credibility	Which term means perceived believability?
Testimony	Which term means an account given as evidence about experience?
Focalisation	Which term describes the filtering of narrative information through a perspective?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Observation and inference: Choose one image from the course and create two columns, one for visible facts and one for interpretations. Correct any statement that mixes the two.
Word families: Build a visual word-family map for five core terms such as mobility, credibility and displacement. Add an English definition before any German gloss.
Route and uncertainty: Create a simple map from your lawful reading notes. Mark verified locations clearly and uncertain information with question marks.
Narrative voice: Record a private one-minute explanation of why a mediated narrator changes what a reader can know. Recording is optional; a written version is equally valid.

Standard

Evidence matrix: Find three passages in your lawful copy that connect mobility with power. For each, record reference, technique, effect and one alternative interpretation.
Relationship diagram: Visualise relationships among Salim, institutions, social ties, narrator and reader. Use different arrows for power, knowledge and emotional proximity.
Source check: Compare one statement from a Refugee Tales advocacy source with a current official or independently reliable source. Separate agreement on facts from differences in interpretation or values.
Communication practice: Prepare a five-minute monologue from a new visual stimulus and connect it to one literary insight. Do not use a mandatory-work extract as the stimulus.

Schwer

Competing readings: Write two plausible but different interpretations of the open ending. Test each against evidence and identify where the text resists certainty.
Narrative ethics: Create a short academic poster on the question: How can literature represent another person’s displacement without claiming complete access to that person?
Comparative analysis: Compare The Soldier’s Tale with another On the Move text through mobility, identity and narrative access. Build one synthesis thesis and one limitation of the comparison.
Mock Abi task: Design an original exam-style task with an unknown public-domain or openly licensed stimulus, an analysis operator and an AFB III transfer component. Add assessment criteria but no model essay.

Lernkontrolle

Narrative mediation: Explain how the caseworker frame affects the reader’s access to Salim. Develop two effects and test each with evidence from your edition.
Mobility and agency: Evaluate the statement that movement in the story is not the same as freedom. Distinguish physical movement from agency.
Identity and classification: Analyse how institutional classification can both make a person administratively visible and reduce individual complexity.
Conflict layers: Select two conflict levels and explain how they interact. Show why separating them analytically improves interpretation.
Relationship and power: Assess how unequal access to knowledge shapes the relationship between caseworker, Salim and reader.
Narrative uncertainty: Evaluate whether gaps and unresolved elements primarily weaken certainty or create a deliberate ethical challenge for the reader.
Material transfer: Connect a new visual or factual source about mobility to the story. State clearly which conclusions come from the source and which come from the literary text.

Lernnachweis

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

precise knowledge of the story’s narrative situation and central thematic tensions without reproducing the text;
evidence-based analysis of mobility, displacement, identity, conflict, relationships and narrative construction;
confident use of terms such as focalisation, agency, credibility, testimony and classification;
independent selection and evaluation of textual evidence;
differentiated links between literary text and contextual material;
an aspect-focused summary, a structured analysis and an evaluative or genre-based response;
a prepared monologue and an interactive analytical dialogue;
source criticism that distinguishes fact, interpretation, advocacy and uncertainty;
language accuracy, academic register, cohesion and task-appropriate vocabulary;
responsible documentation and verification of any AI-supported work.

OERs zum Thema

Medien und Quellen

Ministerium für Kultus Baden-Württemberg: Termine und Informationen zum Abitur – official entry point; current page includes the Abitur 2028 documents.
Facherlass Abitur 2028, Stand 02.07.2026 – official requirements for subjects, focus topics, mandatory works and written examination.
Beurteilungs- und Korrekturrichtlinien Abitur 2028, Stand 24.06.2026 – official assessment and communication-exam guidance.
Comma Press: Refugee Tales II – publisher information about the anthology and project context.
Comma Press Blog: Neel Mukherjee on Refugee Tales Vol II – 2017 interview transcript on the genesis of Mukherjee’s contribution.
University College Oxford: Neel Mukherjee at Univ – institutional source for the embedded author interview.
UNHCR: Who we protect – current English-first context for migration and protection terminology.
Wikimedia Commons – licensing information for the freely reusable images embedded in this course.

Media literacy rule: A publisher page, campaign page, author interview, government document, UN source and literary text serve different purposes. Name the source type before using it as evidence.