Coping with hybrid requirements in literary analysis texts of students

Using the example of writing poetry analysis texts, the article illustrates the challenges learners encounter and the strategies they can employ to overcome these challenges, particularly linguistic requirements. The article presents a concept that is grounded in a differentiated description of structural characteristics of the genre. This concept was developed and evaluated as part of the study FAMoS, and its efficacy has been empirically substantiated. The project takes a closer look at linguistic characteristics of written literary analysis texts and promotes the use of models to enhance writing skills.