‘[...] and I want to be completely honest with you. You have been deceived.’

Enabling learners to deal critically with information in texts is particularly important in German lessons. In addition to being able to identify false information themselves, it seems important not only in German lessons but also in society as a whole that students learn to refute false information in discourse. In order to provide learners in different German learning contexts (DaE, DaZ, DaF) with scaffolds for the text type refutation text, this article uses a corpus of 50 texts to analyze action patterns that make up the text type using qualitative content structuring (Kuckartz & Rädiker 2022). High-frequency action patterns were identified and used as the basis for didactic modelling to promote the written refutation of false information.