Abstract
The recent growth of writing initiatives in Central and Eastern Europe has created a situation where the natural solution is to look to countries where models for teaching writing are well established, most notably the US, but also to a lesser extent the UK. While the US provides highly developed models for teaching and supporting writing in English as a first language at the undergraduate level and in the context of a liberal arts model of higher education, the UK offers models for teaching writing in English as a second language at the graduate level so as to integrate them into the British education system. Neither of these models considers what it might be like to teach writing in a first language other than English or in English in a non-English-speaking country. In this sense, transferring models across new contexts involves a degree of risk for mismatch. In this chapter, I deconstruct the options available to those teaching writing in Romania and consider how institutions can combine elements in new ways in order to create a European model of writing support.
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Notes
- 1.
In the words of one assistant professor I knew, “only one more year of legal writing and I’m out of here!”
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Harbord, J. (2018). A European Model for Writing Support. In: Chitez, M., Doroholschi, C., Kruse, O., Salski, Ł., Tucan, D. (eds) University Writing in Central and Eastern Europe: Tradition, Transition, and Innovation. Multilingual Education, vol 29. Springer, Cham. https://doi.org/10.1007/978-3-319-95198-0_2
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