This book explores specific issues related to academic writing provision in the post-communist countries in Eastern, Central and Southern Europe. Although they have different cultures and writing traditions, these countries share common features in what regards the development of higher education and research and encounter challenges different from Western European countries. Since academic writing as a discipline is relatively new in Eastern Europe, but currently plays an essential part in the development of higher education and the process of European integration, the volume aims to open discussion on academic writing in the region by addressing several issues such as the specific challenges in providing academic writing support at tertiary level in post-communist countries, the limitations and possibilities in implementing Western models of academic writing provision, or the complex interactions between writing in national languages and writing in a second language. Additionally, the book presents several recent initiatives and possible models for providing academic writing support in universities in the area. The important role of academic writing in English, a common feature in post-communist countries, is reflected in the sections which focus on writing in English as a foreign language, as well as on the impact of English upon national languages. The volume will be of interest to academic writing researchers and teachers and those involved in teaching academic writing at the tertiary level.

This volume is addressed to a wide range of scholars interested in the use of digital tools and methods in the humanities. Readers can find examples of new instruments and workflows which attest successful applications of the digital humanities techniques to some (traditional) problems in the scholarship of several disciplines. In addition, the focus on Romance language applications, while capturing specific language processing and analysis challenges, turns this volume into a valuable reference work.

This book explores specific issues related to academic writing provision in the post-communist countries in Eastern, Central and Southern Europe. Although they have different cultures and writing traditions, these countries share common features in what regards the development of higher education and research and encounter challenges different from Western European countries. Since academic writing as a discipline is relatively new in Eastern Europe, but currently plays an essential part in the development of higher education and the process of European integration, the volume aims to open discussion on academic writing in the region by addressing several issues such as the specific challenges in providing academic writing support at tertiary level in post-communist countries, the limitations and possibilities in implementing Western models of academic writing provision, or the complex interactions between writing in national languages and writing in a second language. Additionally, the book presents several recent initiatives and possible models for providing academic writing support in universities in the area. The important role of academic writing in English, a common feature in post-communist countries, is reflected in the sections which focus on writing in English as a foreign language, as well as on the impact of English upon national languages. The volume will be of interest to academic writing researchers and teachers and those involved in teaching academic writing at the tertiary level.

Aiming at exemplifying the methodology of learner corpus profiling, this book describes salient features of Romanian Learner English. As a starting point, the volume offers a comprehensive presentation of the Romanian-English contrastive studies. Another innovative aspect of the book refers to the use of the first Romanian Corpus of Learner English, whose compilation is the object of a methodological discussion. In one of the main chapters, the book introduces the methodology of learner corpus profiling and compares it with existing approaches. The profiling approach is emphasised by corpus-based quantitative and qualitative investigations of Romanian Learner English. Part of the investigation is dedicated to the lexico-grammatical profiles of articles, prepositions and genitives. The frequency-based collocation analyses are integrated with error analyses and extended into error pattern samples. Furthermore, contrasting typical Romanian Learner English constructions with examples from the German and the Italian learner corpora opens the path to new contrastive interlanguage analyses.