- The Baccalaureate in Romania: Structure and the “Myth” of Subject III
In Romania, the Romanian Language exam is structured to evaluate both the understanding of the text and the capacity to synthesize canonical literature.
- 2026 structure: The exam remains divided into three major subjects: the first aims at understanding a sight-read text and arguing a point of view; the second involves the analysis of a short literary text (usually dramatic or poetic); and the third is a structured essay on a studied work.
- Argumentation requirement: Subject I.B. requires the student to draft an argumentative text of at least 150 words on a given theme (e.g., the importance of reading, the role of mentorship), evaluating logic and coherence.
- The canonical essay: Subject III remains the greatest challenge, requiring the analysis of the particularities of a work written by a canonical author (Eminescu, Creangă, Blaga, etc.), based on a rigid structure of at least 400 words.
- European models: What “native language” looks Like in other states
In other educational systems, the native language exam is often a test of applied critical thinking, not just literature.
- France (le bac): The French exam is taken in the penultimate year of high school (11th grade) and consists of a written test (text commentary or essay) and an oral one. In the final year, the “star” subject is Philosophy, considered the supreme test of intellectual maturity.
- Germany (abitur): Students take long written exams (up to 5 hours) in the German Language. The emphasis falls on the interpretation of non-fictional texts (press articles, political speeches) and on “Communication Errors,” analyzing how language influences society.
- Italy (maturità): “Prima Prova” is the Italian Language test, identical for all high schools. Students choose from 7 subject variants, which include the analysis of a literary text, an argumentative essay on historical or social themes, and a “critical theme” type of test regarding the problems of the contemporary world.
Memorization versus free argumentation
The major difference lies in the freedom of choice. While a Romanian student must know in detail a fixed list of approximately 17 canonical authors to succeed in Subject III, a student in France or Italy is evaluated rather on the ability to construct their own reasoning in front of an unknown text or a philosophical theme.
The Romanian system tends to protect the national cultural heritage through the mandatory study of the classics, while Western systems prioritize communication skills and critical thinking necessary in the labor market and civic life. Both approaches have advantages, but the pressure on the Romanian student to “guess” the correct author for Subject III remains a unique and controversial feature of the domestic system.
Article written by Mihai Marcel Ghinea.