Educational genres in Eastern Europe : a comparison of the genres in the humanities departments of three countries

The intercultural study of genres provides an opportunity not only to gain an understanding of the differences in writing cultures but also to sharpen the view on what is particular for each learning context. As little previous research has undertaken systematic comparisons of genre systems at European universities, we collected data on educational genres used in writing from the Humanities departments of two universities in Eastern European countries (Romania and Ukraine) and one in a Southeastern European country (Republic of Macedonia). A questionnaire with listed genre names was distributed at the three universities to assess the importance and the perceptions of academic genres in the respective cultures. Open questions were used to validate the results and gather hypotheses on the meaning of the mentioned genres. Results show differences in the frequencies of genre use, which, however, do not allow typifying differences in the learning/writing cultures. Genres are labelled differently and emerge from different traditions but seem to resemble a similar pool of genres in each of the studied countries

Exploring European Writing Cultures : Country Reports on Genres, Writing Practices and Languages Used in European Higher Education

At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 “European Research Network on Learning to Write Effectively”, funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project.Wissenschaftliches Schreiben an europäischen Hochschulen ist eine herkömmliche Form des Lernens, Prüfens und autonomen Studierens, auch wenn es in einer impliziten, eher auf Tradition denn auf bewusster Didaktik beruhenden Weise eingesetzt wird. Wenig auf systematische Weise erhobenes vergleichendes Wissen gibt es bislang über Schreibpraktiken, Genres und schreibdidaktische Ansätze in Europa und das, was an Wissen existiert ist oft in den nationalen Sprachen verfasst, die nicht mit internationalen Terminologien und Theorien der Schreibwissenschaft verbunden sind. Der vorliegende Band untersucht Schreibkulturen in Europa Land für Land und berichtet was jeweils hervorsticht. Die Berichte basieren auf einer 17-Item Themenliste, nach der die Autorenteams Daten über ihr jeweiliges Land sammelten, bevor sie es zu einem Bericht synthetisierten. Neben Schreibpraktiken und Genres werden dabei die Struktur des jeweiligen Bildungssystems, die verwendeten Sprachen und die besondere Schreibdidaktik hervorgehoben. Anmerkung: Das Projekt wurde im Rahmen der COST Aktion IS0703 “European Research Network on Learning to Write Effectively” durchgeführt, das von der EU finanziert wird. Wir bedanken uns bei Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber und David Russell für ihre Unterstützung und Mitwirkung in diesem Projekt.At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 “European Research Network on Learning to Write Effectively”, funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project

The ‘Oceanic feeling’ in Stephen Crane’s The Open Boat and S.T. Coleridge’s The Rime of the Ancient Mariner

Claudia Ioana Doroholschi West University of Timisoara, Romania Stephen  Crane’s  ‘The  Open  Boat’  (1897)  is  a  fictionalized account of the writer’s experience of surviving the shipwreck of the Commodore, a steamboat on which he was heading for Cuba to act as a war correspondent. The present paper will explore Crane’s account of the encounter between man and sea, setting it against the background of S.T. Coleridge’s ‘Rime  of  the  Ancient  Mariner’,  which  Crane’s  story  echoes on several occasions. I will examine the two texts in the light of  the  concept  of  ‘oceanic  feeling’,  as  defined  by  Romain Rolland  and  Sigmund  Freud,  who  both  use  the  metaphor of the ocean as a site of the sublime to speak of a sense of oneness, of connectedness between man and world. I will argue that, while in Coleridge’s poem the Mariner first loses and subsequently recovers a mystical connection with nature, embodied by the connection between man and sea, in Crane’s story the situation is more complex. The short story echoes ‘The Rime of the Ancient Mariner’ at key points in the plot, but  seems  to  decode  the  events  in  a  psychological  rather than mystical key. Thus, it seems to suggest that a sense of oneness with nature is not the result of any transcendent connection between man and his surroundings, but merely a  projection  of  the  subject’s  emotions  onto  an  indifferent ature-thus  suggesting  a  psychological  reading  more  consistent  with  Freud’s  than  with  Rolland’s  notion  of  oceanic feeling. Crane’s emphasis on an absurd and indifferent nature in ‘The Open Boat’ has often been read as typical of literary Naturalism. However, I will argue that the ending of the story suggests a return to the Romantic/Rollandian oceanic feeling, and will attempt to untangle the mechanisms and reasons for this reversal. I will also try to account for the allusions to ‘The Rime of the Ancient Mariner’ in this context

Masculinity, Parody and Propaganda in the “Transylvanians” Trilogy

The article focuses on the successful series of Red Westerns/Easterns produced in Romania in the late 1970s and early 1980s, known as the “Transylvanians” trilogy. The article will look at the films in the specific context of the period, one characterized by the increasingly idiosyncratic evolution of the Romanian communist regime and by growing economic difficulties, and will examine the way in which the films construct models of masculinity at the intersection between three different types of masculine models: those of the American Western (whether adopted or parodied), those of traditional Romania (such as the idealized, wise peasant), and masculine typologies derived from communist propaganda. I will argue that the films skillfully balance the tension between a critique of American models, in the face of which Romanian models emerge as superior, and legitimizing themselves as well as relying heavily in their entertainment value on the very models of the American Western they are supposed to subvert

Educational Genres in Eastern Europe: A Comparison of the Genres in the Humanities Departments of three Countries of Three Different Universities in Three Different Countries

The intercultural study of genres provides an opportunity not only to gain an understanding of the differences in writing cultures but also to sharpen the view on what is particular for each learning context. As little previous research has undertaken systematic comparisons of genre systems at European universities, we collected data on educational genres used in writing from the Humanities departments of two universities in Eastern European countries (Romania and Ukraine) and one in a Southeastern European country (Republic of Macedonia). A questionnaire with listed genre names was distributed at the three universities to assess the importance and the perceptions of academic genres in the respective cultures. Open questions were used to validate the results and gather hypotheses on the meaning of the mentioned genres. Results show differences in the frequencies of genre use, which, however, do not allow typifying differences in the learning/writing cultures. Genres are labelled differently and emerge from different traditions but seem to resemble a similar pool of genres in each of the studied countries