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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.

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The small body of work produced by Ella D'Arcy in the 1890s is noteworthy for its experimentation with narrative instability, its unsympathetic treatment of character and its oppressive, claustrophobic fictional world. The paper looks at how D'Arcy's fiction makes use of shifts in focalisation, melodramatic plot twists and closure to build up a sense of irresoluteness and moral de-centering.