English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Students in the Department of English Language and Literature at the University of Bahrain are required to study works of English Literature yet, typically, they are not equipped with the necessary reading skills to do so. Many will rely on graded readers or the kind of synopses common to published study notes. Over several semesters, students Little Dorrit by Charles Dickens and asked to respond to them by answering the question “How does the text make you feel?” respond to a text at all threw most into a panic and, as has been the case in ten years of me teaching semantics at the University and asking the same question of the same text, hardly anyone was able to provide a satisfactory answer. A Stylistic analysis of the lexical structure of the text demonstrates why its ‘meaning’ is unambiguous and why Dickens chose to say in words what might be expressed in just seven. The conclusion is that an overexposure to syntagmatic features of texts denies students access to, and leaves them ignorant of, the paradigmatic structure and lexical complexity so important to appreciating Literature.

“What the dickens does he mean?!” A lexical-relational approach to understanding the meaning of a literary text