Beginning with the A-levels in 2021, material-assisted writing can be part of the baccalaureate. The aim of this letter is to evaluate materials and to write an informative or arguing text. The writing is certainly motivating, as is often linked to topics that are also discussed publicly.

It is typical of material-based writing that students write a text based on a variety of materials. This can be a speech or a comment, but also a lecture or letter. The materials, which are compiled from journalistic texts, non-fiction texts, caricatures or graphics / graphs, have to be correlated in the writing process. The focus is on the selective use of the material, which is controlled by the writing goal, the task.

A written analysis of the material is not necessary. Pupils must acquire the ability to create their own structure, to integrate the materials and to give the text an informative and / or arguing character. “The task refers to competencies in the field of” writing “,” reading “,” dealing with texts and media, subdiscipline “dealing with pragmatic texts”, as well as “language and language use reflect”.

Read-write expertise

For teaching, the material-based writing has the consequence that, according to the “reading-to-write approach” [2], a literacy skills, is promoted. The following aspects should be worked out in class:

Writing texts that reflect and summarize, describe, rate, explain

Develop questions

Research contracts on main topics

reading, understanding and speaking about non-linear texts (diagrams, graphics, tables etc.)

  • Cite and paraphrase
  • Send feedback
  • History
  • Saved


Students need to read to write better and write to be able to read better. It is important in “integrative writing-reading lessons” to relate writing and reading to each other and not to treat them in isolation.

Even at lower secondary level, the required skills have to be developed step by step. At the same time, learners should be offered material that they evaluate and comment on (argument).