Showing posts with label Lesson. Show all posts
Showing posts with label Lesson. Show all posts

EAP - Module (Final Assignment)

8:51 pm 0

At this time, I will present an example of an English learning module at an educational level. Here, I emphasize the material that will be implemented in the future. This is very useful for the development of English and is very helpful in the teaching process.

Actually, this is part of my campus assignment activities. I intentionally posted my activities and materials here for mutual needs and could be used by various students, especially students who were studying English.

This is an assignment from EAP (English Academic Purposes) courses. This course is very important in terms of developing an understanding of academics and also all the elements of English that we will face in the future. I hope that with this post, all students who are studying English can be helped and can get as many benefits as possible.

To make this post shorter, I make the learning module in PDF format, and for those who need data from the module, it can download it directly. Also, to make this post even more useful, hope that readers will share this post with their friends wherever they are.

Next is the link to download it. Just click on the blue text below. Enjoy and enjoy learning.




HAVE A GOOD DAY ^^


Src: IBI
Eo : Ahmad Zaman Huri

English Academic Purpose II - Assignment

5:59 pm 0

I haven't made a post about anything here for a long time. And now I have been faced with the task of my course on campus. This is about the "English Academic Purpose" course. In this section, I was given the assignment by my lecturer, Ms. Asma, to create a blog and she also gave me 3 questions at once for posting in one post. I use this task as my latest post and I hope this can help me personally in terms of completing my assignments and can also be useful for all of my friends who are learning English wherever you are. Here's the assignment:

1. Explain Your Experience in Designing Your Blog.

Actually this is not my first experience in designing or managing a blog. I have known blogger in 2013 and it really interested me. Maybe that year many students in my school already had more complete facilities, but I only had an "internet cafe" to fulfill my desire to visit the blogger site, and even then once a week.

In mid-2013, I was accepted at Unsyiah, majoring in Geophysical Engineering. And that's where I started my career by designing a blogspot. The main reason I made blogspot was because my friends and I felt that there were limited teaching materials and books that explained about geophysics. With a simple minibook, I designed my blog about "geophysics". I recorded all the material taught by the lecturer there, and at night I posted the note as my post on the blog. The process of designing the blog itself is very easy and quickly understood. But the most important thing is just how to design templates that can attract readers to keep subscribing to our blog. I personally like a simple blog template with not many colors, and it's also very easy to find in a browser. I still remember the name of my first blog, it was "http://geophypalace.blogspot.com".



2. Explain What The Advantages You Will Get From Having The Blog

Personally, as long as I have a blog, I have several advantages such as:
  • With blogs, we can express ourselves. We can share stories with readers and at the same time we can ask for solutions from our friends.
  • Helping readers who need knowledge that they do not master. Besides stories, we can also share knowledge in a post, and it is very useful for us and the reader.
  • Share the latest information like online news. That will be very beneficial for all of us. We can share about campus information, availability of boarding houses, lost items, and so on.
  • Reminder. The use of blogs will also be a reminder for us in everyday life. It's like a written online note. Imagine that one day you forgot to bring your notebook, but you have posted it on your blog last night, you only need a connection and open the blog site, and your notes are back in your hands.


3. Explain The Steps You Choose In Designing Your Blog.

Here's How to Start a Blog:
  • Choose a blogging platform
  • Register a domain name and hosting
  • Design your blog
  • Add posts and pages
  • Start growing your blog

It's easy, right? 
Forget all your problems, try with new things, write all your heart here.
JUST DO IT !!

That's my post this time. Hopefully it helps in the process of learning all of us. Keep the spirit, especially for you science hunters.



Eo: Ahmad Zaman Huri (150203152)

Mini-Lessons Basics/BOPPPS Model for Planning Lessons (Teaching and Learning)

7:08 pm 0


Many models exist for planning lessons. The lesson basics used in Instructional Skills Workshops are sometimes referred to by an acronym. "BOPPPS" and are focused on the following six components

1. B (Bridge-in)


Begins the learning cycle, gains learner attention, builds motivation, and explains why the lesson is important.
Sometimes known as the "motivational statement" or "hook", the bridge-in helps the learners focus on what is about to happen in the lesson. Bridge-ins are usually short. Some simple strategies include: Providing reasons for learning this topic; explaining why this topic is important and how it may be useful in other situations; describing how it is a transferable skill

  • Telling a story connected with the lesson topic
  • Referring to something in the learners' realm of experience
  • posing a provocative question linked to a current topic or the learners' personal lives
  • Offering a startling statement or unusual fact
  • Linking current topic to material already studied or to future learning

2. O (Objective or Outcome)

Clarifies and specifies the learning intention: clarifies what the learner should know, think, value or do by the end of the lesson, under what conditions and how well.
While a course may have a few broad general goals and a limited number of learning outcomes, individual lessons usually focus on one or more specific learning objectives to reach those goals or outcomes. Generally, an objective is written as one sentence that includes:
  • Who (always the learner or student)
  • Will do what (performance)
  • Under what conditions
  • How well (to what standard or criteria)

3. P (Pre-assessment)

Answers the question, "What does the learner already know about the subject of the lesson?"
Pre-assessment can:
  • Reveal learners' interests
  • Identify learners who can be resources within the class
  • Allow learners to express their needs for review or clarification
  • Focus attention and signal the purpose of the lesson
  • Help the instructor adjust the lesson for depth and pace to better fit a particular group of learners
  • Enable the instructor to respond to individual strengths and weaknesses

4. P (Participatory Learning)

This is the body of the lesson, where learners are involved as actively in the learning process as possible. There is an intentional sequence of activities or learning events that will help the learner achieve the specified objective or desired outcome. The lesson may include the use of media.
Some ways to encourage active participation include:
  • Small group discussion around a specific question or problem arising from the course material
  • Pauses in lectures for individual student reflection through writing or discussion, question development or short application tasks like solving an equation or a small problem
  • Critical discussions of the main point of the lesson by the learners-perhaps through a think-pair-share strategy
  • Prediction or forecasting (usually at the beginning of a concept or unit)
  • Individual tasks/presentations
  • Students working on a problem, then evaluating each other's work
  • Role plays, case studies, scenarios, simulations
  • Posing a "thought" question, one that is not answered until later in the activity

5. P (Post-assessment)

Formally or informally demonstrates if the learner has indeed learned and is linked directly with the objective or outcome.
The post-assessment answers two questions:
  • What did the learners learn?
  • Were the desired objectives accomplished?
Basic knowledge and thinking (knowledge recall and comprehension) can be assessed by:
  • multiple choice
  • true/false
  • matching
  • completion
  • short written answer
  • short verbal answer (if testing through oral or interview format)
Higher level thinking (application, analysis, evaluation and creating) can be assessed by:
  • problem solving tasks
  • essays, critiques
  • creating a novel theory or interpretation
  • analysis of a scenario
Skill (doing) can be assessed by:
  • checklists
  • rating scales
  • products or examples of production using the skill(s)
  • performance or demonstration
Attitudes (values) can be assessed by:
  • attitude scales
  • performance
  • essays
  • journals and other personal reflection pieces
  • artefacts

6. S (Summary/Closure)

Provides an opportunity for learners to reflect briefly and integrate the learning during the closing of the learning cycle.
The summary may include:
  • content review (either instructor or learners briefly recap main points)
  • group process (time for learners to discuss their group process)
  • feedback
  • recognition (acknowledgment of effort and achievement)
  • application (how to use this later; create a personal action plan)
  • individual voice (quick round-table for each person to have a "last word")



All of these articles can help us all in related issues ^^



Src : http://wiki.ubc.ca/Mini-Lessons_Basics/BOPPPS_Model_for_Planning_Lessons_(Teaching_and_Learning)

Eo : Ahmad Zaman Huri

Definition And Types Of Instructional Media

9:36 pm 0
Hello all,
Forgive me for the void content on this site. This is because my busyness is beyond my own expectations. Actually very much content that I need to enter here, however, it will spend a lot of time.
So for this opportunity, I will discuss about "instructional Media and its types". I hope this can help all those who need the teaching materials or for your assignment in the lecture. This I quote from some sites and some of my own suggestion. Also, below will I include a mini mind-map.



Definition of instructional media
The word media comes from the Latin “medius” which means “middle”. In general, all forms of media is the intermediary for the spread, carry or convey something to the recipient of messages and ideas. Teaching media can be broadly defined as follows: “Any person, materials, equipment or events that establish the condition of the students acquire knowledge, skills and attitudes (Achsin, 1986). In this sense, teachers, books, computers, image and environment is the media.
According to Azikiwe (2007), instructional media cover whatever the teacher uses to involve all the five senses of sight, hearing, touch, smell and taste while presenting his/her lessons. In a similar vein Adegun (1997) says instructional media are things which are intended to help the teacher to teach more effectively and enable the students to learn more readily. Instructional media are information carriers designed specifically to fulfill objectives in a teaching-learning situation. They are very important in language teaching, especially the foreign language, because they facilitate the direct association between sounds and their symbols and also word sand the objects they represent. They help to vividly illustrate meanings of things because they are associated with materials used by the teacher to improve the quality of his teaching.

Types of Instructional Media
Instructional media according Mustapha et al. (2002) and Azikiwe (2007) are usually classified based on the characteristics they exhibit. There is a wide variety of instructional media which could be profitably and effectively used in the second language classroom learning situation. They could be broadly classified into four group namely visual aids, audio-visual aids, audio aids and resources (human and materials). Visual aids are resource materials and devices that appeal to the sense of sight and touch as well as sense of smell. They consist of:
• Non-projected aids which include chalkboard and adhesives.
• Pictorial aids which include charts and pictures.
• Mobile.
• Three-dimensional aids.
• Projected aids which include film-strips and slides, and slides projector.
• Laboratory equipment, chemical and apparatus.
• Books.
There may be numerous different kinds of learning media, as well as :
• Visual media: graphs, diagrams, charts, charts, posters, cartoons, comics
• Audial media: radio, tape recorders, language labs, and also the like
• Projected still media: slides; overhead projector (ohp), lcd projectors and also the like
• Projected motion media: movies, tv, video (vcd, dvd, vtr), computers and also the like.
• Study tour media: learning directly onto the object or study places like museums, temples, etc.

Above is the material I quoted from Nursitisadiah Websites and here I will also give an overview of my personal thoughts.

The types of instructional media in my own opinion is divided into 4 parts, while it is:

1. Visual

  • White-Black Board
  • Pictures
  • Magazine
  • Projector
  • Real Object
  • Newspaper
  • Charts
  • Books
  • Slideshow
2. Electronics
  • Projector
  • E-mail
  • Radio Computer
  • Mobile
  • CD-ROM
  • Computer
3. Audio
  • Language Lab
  • Radio
  • Sound Slide
  • Cassette
  • Tape Recorder
4. Audio Visual
  • Mobile
  • Television
  • Film
  • Youtube (Media)
  • Video
As for the mini map with my version, please click the link below.


Eo: Ahmad Zaman Huri

How to Write a Narrative Essay

2:46 pm 0

Narrative essays are commonly assigned pieces of writing at different stages through school. Typically, assignments involve telling a story from your own life that connects with class themes. It can be a fun type of assignment to write, if you approach it properly. Learn how to choose a good topic, get a solid rough draft on paper, and revise your narrative essay.


Part 1 Choosing a Good Topic

1. Choose a story that illustrates some topic or theme. 
Generally, narrative essays involve two main components: a story and some analysis of that story. A narrative essay may be "about" a particular issue, theme, or concept, but it uses a personal story to illustrate that idea.
  • Most of the time, narrative essays will involve no outside research or references. Instead, you'll be using your personal story to provide the evidence of some point that you're trying to make.
  • Narrative essays are a common school assignment used to test your creative story-telling skills, as well as your ability to connect some element of your personal life to a topic you might be discussing in class.
2. Make sure your story fits the prompt. 
Often, narrative essays are school assignments and they're written based on a prompt you'll receive from your teacher. Even if you've got a crazy story about the time you escaped from a deserted island on a hot air balloon, read the prompt closely to make sure your story fits the assignment. Common topics for narrative essays include but are not limited to a description of some moment that:
  • You experienced adversity and had to overcome
  • You failed and had to deal with the consequences of that failure
  • Your personality or character was transformed
  • You experienced discrimination or experienced privilege
3. Choose a story with a manageable plot. 
Good narrative essays tell specific stories with very vibrant and luminous details. You're not writing a novel, so the story needs to be fairly contained and concise. Try to limit it as much as possible in terms of other characters, setting, and plot. A specific family vacation or weekend with a friend? A disaster holiday, or night out during high school? Perfect.
  • Bad narrative essays are generally too broad. "My senior year of high school" or "This summer" are examples of stories that would be far too big to tell in the amount of specific detail that a good narrative essay requires. Pick a single event from the summer, or a single week of your senior year, not something that takes months to unfold.
  • It's also good to limit the number of characters you introduce. Only include other characters who are absolutely essential. Every single friend from your fifth grade class will be too many names to keep track of. Pick one.
4. Choose a story with vibrant details. 
Good narrative essays are full of specific details, particular images and language that helps make the story come alive for the reader. The sights and smells in your story should all be discussed in particular details. When you're thinking of stories that might make for good essays, it's important to think of some that are rich in these kinds of details.
  • Let your imagination fill in the gaps. When you're describing your grandmother's house and a specific weekend you remember spending there, it's not important to remember exactly what was cooked for dinner on Friday night, unless that's an important part of the story. What did your grandmother typically cook? What did it usually smell like? Those are the details we need.
  • Typically, narrative essays are "non-fiction," which means that you can't just make up a story. It needs to have really happened. Force yourself to stay as true as possible to the straight story.

Part 2 Writing a Draft

1. Outline the plot before you begin. 
Where does your story start? Where does it end? Writing up a quick list of the major plot points in the story is a good way of making sure you hit all the high points. Every story needs a beginning, a middle, and an end.
  • It helps to limit things as much as possible. While it might seem like we need to know a bunch of specific details from your senior year, Try to think of a particularly tumultuous day from that year and tell us that story. Where does that story start? Not the first day of school that year. Find a better starting point.
  • If you want to tell the story of your prom night, does it start when you get dressed? Maybe. Does it start when you spill spaghetti sauce all down your dress before the dance? While that might seem like the climax of a story you want to tell, it might make a better starting place. Go straight to the drama.
  • You don't need to write up a formal outline for a narrative essay unless it's part of the assignment or it really helps you write. Listing the major scenes that need to be a part of the story will help you get organized and find a good place to start.
2. Use a consistent point of view.
Generally, narrative essays will be written in first person, making use of "I" statements, which is a little unusual compared to other assignments you'll be given in school. Whether you're giving us scenes with dialog, or discussing what happened in past-tense, it's perfectly fine to use first person in a narrative essay.
  • Don't switch perspectives throughout the story. This is a difficult and advanced technique to Try to pull off, and it usually has the effect of being too complicated. There should only be one "I" in the story.
  • In general, narrative essays (and short stories for that matter) should also be told in past tense. So, you would write "Johnny and I walked to the store every Thursday" not "Johnny and I are walking to the store, like we do every Thursday."
3. Describe the important characters. 
Who else is important to the story, other than yourself? Who else was present when the story took place. Who affected the outcome of the story? What specific, particular details can you remember about the people in the story? Use these to help build the characters into real people.
  • Particular details are specific and only particular to the character being described. While it may be specific to say that your friend has brown hair, green eyes, is 5 feet tall with an athletic build, these things don't tell us much about the character. The fact that he only wears silk dragon shirts? Now that gives us something interesting.
  • Try writing up a brief sketch of each principal character in your narrative essay, along with the specific details you remember about them. Pick a few essentials.
4. Find the antagonist. 
Good narratives often have a protagonist and an antagonist. The protagonist is usually the main character (in most narrative essays, that'll be you) who is struggling with something. It might be a situation, a condition, or a force, but whatever the case, a protagonist wants something and the reader roots for them. The antagonist is the thing or person who keeps the protagonist from getting what they want.
  • Who or what is the antagonist in your story? To answer this question, you also need to find out what the protagonist wants. What is the goal? What's the best case scenario for the protagonist? What stands in the protagonist's way?
  • The antagonist isn't "the bad guy" of the story, necessarily, and not every story has a clear antagonist. Also keep in mind that for some good personal narratives, you might be the antagonist yourself.
5. Describe the setting. 
Just as important to a good story as the characters and the plot is the setting. Where does the story take place? At home? Outside? In the city or the country? Describe the location that the story takes place and let the setting become part of your story.
  • Do a freewrite about the location that your story takes place. What do you know about the place? What can you remember? What can you find out?
  • If you do any research for your narrative essay, it will probably be here. Try to find out extra details about the setting of your story, or double-check your memory to make sure it's right.
6. Use vivid details. 
Good writing is in the details. Even the most boring office environment or the most dull town can be made compelling with the right kinds of details in the writing. Remember to use particulars–unique details that don't describe anything else but the specific thing you're writing about, and let these vivid details drive the story.
  • A popular creative writing phrase tells writers to "show" not to "tell." What this means is that you should give us details whenever possible, rather than telling us facts. You might tell us something like, "My dad was always sad that year," but if you wrote "Dad never spoke when he got home from work. We heard his truck, then heard as he laid his battered hardhat on the kitchen table. Then we heard him sigh deeply and take off his work clothes, which were stained with grease."

Part 3 Revising Your Essay

1. Make sure your theme is clearly illustrated in the story. 
After you've written your rough draft, read back over it with an eye for your theme. Whatever the purpose of your telling us the story that you're telling us needs to be made very clear. The last thing you want is for the reader to get to the end and say, "Good story, but who cares?" Answer the question before the reader gets the chance to ask.
  • Get the theme into the very beginning of the essay. Just as a researched argument essay needs to have a "thesis statement" somewhere in the first few paragraphs of the essay, a narrative essay needs a topic statement or a thesis statement to explain the main idea of the story.
  • This isn't "ruining the surprise" of the story, this is foreshadowing the important themes and details to notice over the course of the story as you tell it. A good writer doesn't need suspense in a narrative essay. The ending should seem inevitable.
2. Use scenes and summaries. 
All narratives are made of two kinds of writing: scenes and summaries. Scenes happen when you need to slow down and tell specific details about an important moment of the story. Scenes are small moments that take a while to read. Summary is used to narrate the time between scenes. They are longer moments that you read over more quickly.
  • Scene: "On our walk to the store, Jared and I stopped at the empty grass lot to talk. 'What's your problem lately?' he asked, his eyes welling with tears. I didn't know what to tell him. I fidgeted, kicked an empty paint bucket that was rusted over at the edge of the lot. 'Remember when we used to play baseball here?' I asked him."
  • Summary: "We finished walking to the store and bought all the stuff for the big holiday dinner. We got a turkey, cornbread, cranberries. The works. The store was crazy-packed with happy holiday shoppers, but we walked through them all, not saying a word to each other. It took forever to lug it all home."
3. Use and format dialogue correctly. When you're writing a narrative essay, it's typically somewhere between a short story and a regular essay that you might write for school. You'll have to be familiar with the conventions of formatting both types of writing, and since most narrative essays will involve some dialogue, you should make formatting that dialogue correctly a part of your revision process.
  • Anything spoken by a character out loud needs to be included in quotation marks and attributed to the character speaking it: "I've never been to Paris," said James.
  • Each time a new character speaks, you need to make a new paragraph. If the same character speaks, multiple instances of dialog can exist in the same paragraph.
4. Revise your essay. 
Revision is the most important part of writing. Nobody, even the most experienced writers, get it right on the very first run through. Get a draft finished ahead of time and give yourself the chance to go back through your story carefully and see it again. How could it be improved?
  • Revise for clarity first. Are your main points clear? If not, make them clear by including more details or narration in the writing. Hammer home your points.
  • Was the decision you made about the starting place of the story correct? Or, now that you've written, might it be better to start the story later? Ask the tough questions.
  • Proofreading is one part of revision, but it's a very minor part and it should be done last. Checking punctuation and spelling is the last thing you should be worried about in your narrative essay.

Sample Essay, for download click the link below!


TIPS for you:
  • Be sensible while writing. It is necessary to stay on the topic rather than moving away from it. Do not lose your focus.
  • Divide your essay into paragraphs, according to your limit: an introduction, two body paragraph and one conclusion. Your introduction can be either a shocker one, or one just describing the setting; the conclusion can reveal a surprise, or end with just a hint of the climax, keeping the final question to be answered by the readers.
  • Write only when you have a perfect story to tell. When a reader finishes reading the story, he\she should feel all those emotions seep right through his\her rib cage. Only then as a narrator, have you succeeded.
  • Don't worry if you can't grip it at the beginning; writing a great story takes drafting and revising. Get some second opinions and input from others as you go.
  • Using second-person or third person narration (you, she) can be interesting rather than first-person (I, me).



Src : Wh
Eo : Ahmad Zaman Huri

Sarcasm, Litotes, and Pun (English Literature)

4:04 pm 0
     1. Sarcasm

The word sarcasm comes from the Greek word, "sarkasmos", which means “to tear flesh, bite the lip in rage, sneer”. Thus the original definition of sarcasm was quite negative, while in some cultures and time periods it can be a relatively mild form of taunting. Actually, the original understanding of sarcasm by the customs of foreigners are as satire or criticism intelligently. However, another definition is: "a spicy direct expression". Therefore, we classify Sarcasm into two, rude sarcasm and clever sarcasm.
·        Rude Sarcasm
Rude Sarcasm is a kind of sarcasm that is widely used by the people of Indonesia, Sarcasm is almost the same as the coarse expletives directly. So that the people who become the object of sarcasm will know the purpose of the speaker as clear in his words and certainly will be offended.
Examples:
a.       You cannot answer this question? You stupid!
b.      Everyone hates you, you have a very bad trait.
Rude sarcasm is very clearly mention the existence of an insult in a sentence. Probably in Indonesia is very often the case like this, but out there, it is an insult that is highly exaggerated.
·         Clever Sarcasm
The purpose of clever sarcasm is an indirect allusion, but obviously with the intention of insulting. Sarcasm is synonymous with intelligent speech. Because who can understand the significance of this clever sarcasm are only those who have a different way of thinking. Not everyone can understand what the meaning of a word that contains this sarcasm. Therefore, this is often used in a debate.
Examples:
a.       Earth is full, can you please go home?
b.      Don’t worry. I forgot your name, too!
Looks a little funny when we see examples of sarcasm that. Moreover, if we compare the two types of it.
President Barack Obama used sarcasm to mock the rapper Kanye West’s announcement that he wants to run for president. However, he didn’t just mock Kanye; in the following joke, his sarcasm is targeted only at those who said Obama could never be president:
“Do you really think this country is going to elect a black guy from the south side of Chicago with a funny name to be president of the US?”
In other parts, Todd Smith as a American rapper said that sarcasm is really just a convenient way for people to express hurt feelings, criticize others.


2. Litotes
Litotes is a figure of speech in which a negative statement is used to affirm a positive sentiment. For example, when asked how someone is doing, that person might respond, “I’m not bad.” In fact, this means that the person is doing fine or even quite well. The extent to which the litotes means the opposite is dependent on context. For example, the person saying is “I’m not bad” may have recently gone through a divorce and is trying to reassure a friend that things are okay. On the other hand, this person may have just won the lottery and says, “I’m not bad” with a grin on his face, implying that things are, in fact, incredible. If a person is very intelligent, someone might say, “he’s not dumb.” Or “he’s not unintelligent”. In other situations, after someone hires you, you might say, “Thank you sir, you won’t regret it.”

Litotes is use of negative to express a strong affirmative of the opposite kind. This is a deliberate understatement, especially when expressing a thought by denying or negating its opposite.
Following are some of the commonly used litotes:
a.      The food is not bad.
b.      He is not unlike his dad.
c.      She's not the brightest girl in the class.
d.      He is not unaware of what you said behind his back.

Examples of Litotes in poems:
a.       In the poem 'The Spider and the Fly' by Mary Howitt, "I'm really glad that you have come to visit," says the spider to the fly. The spider is not just glad to get a visitor, but also is excited to get his next meal.
b.      In the poem 'To His Coy Mistress' by Andrew Marvell, the grave's a fine a private place, but none, I think, do there embrace.
Usually, litotes occurs in a language when the speaker does not make an affirmation, rather denies the opposite. Though widely used in conversational language, its usage depends on intonation and emphasis as in the case of phrase "not bad". This can be said in such a way which means everything from 'mediocre' to 'excellent'.

     3. Pun
A pun is a play on words which usually hinges on a word with more than one meaning or the substitution of a homonym that changes the meaning of the sentence for humorous or rhetorical effect. For example, here’s a well-known pun: “Corduroy pillows are making headlines.” The word “headlines” usually refers to something that is new and popular, but this pun changes the meaning in that after having slept on a corduroy pillow, a person would wake up with lines on their heads.

Another meaning of pun is a play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words. A better way to describe pun as 'a play on words'. Although such terms render ambiguity to a sentence, it is often added for a humorous. For example, “when it rains, it pours” and “The two pianists had a good marriage. They were always in a chord”.

·         Types of Puns
There are several different types of puns. Here are some of the different classifications of puns:

a.       Homophonic Pun: This type of pun uses homonyms (words that sound the same) with different meanings. For example: “The wedding was so emotional that even the cake was in tiers”. The professor Walter Redfern said of this type of pun, “To pun is to treat homonyms as synonyms.”

b.      Homographic Pun: This type of pun uses words that are spelled the same but sound different. These puns are often written rather than spoken, as they briefly trick the reader into reading the “wrong” sound. For example, “You can tune a guitar, but you can’t tuna fish. Unless you play bass.” In this case, “tuna fish” is a homophonic pun because it is a homonym for “tune a.” The word “bass,” though, functions as a homographic pun in that the word “bass” pronounced with a long “a” refers to a type of instrument while “bass” pronounced with a short “a” is a type of fish.

c.       Homonymic Pun: A homonymic pun contains aspects of both the homophonic pun and the homographic pun. In this type of pun, the wordplay involves a word that is spelled and sounds the same, yet has different meanings. For example, “Two silk worms had a race and ended in a tie.” A “tie” can of course either be when neither party wins, but in this pun also refers to the piece of clothing usually made from silk.

d.      Compound Pun: A compound pun includes more than one pun. Here is a famous compound pun from English rhetorician and theologian Richard Whately: “Why can a man never starve in the Great Desert? Because he can eat the sand which is there. But what brought the sandwiches there? Why, Noah sent Ham, and his descendants mustered and bred.” There are several separate puns, including the pun on “sand which” and “sandwich,” as well as “Ham” (a Biblical figure) and “ham” and the homophonic puns on “mustered”/“mustard” and “bred”/“bread.”

e.       Recursive Pun: This type of pun requires understanding the first half of the joke to understand the second. For example, “A Freudian slip is when you say one thing but mean your mother.” The term “Freudian slip” was coined by the psychoanalyst Sigmund Freud to refer to a mistake in speaking where one word is replaced with another. Freud proposed that these mistakes hinted at unconscious or repressed desires. He also had several theories about the relationship between children (especially boys) and their mothers. Therefore, this pun requires knowledge of Freud’s theories and recognition that the pun itself is a Freudian slip with the substitution of “your mother” for “another.”


·         Difference Between Pun and Joke
While they share much in common, puns and jokes are not synonymous. The definition of pun is such that it necessitates wordplay. A joke may contain this type of wordplay, but there are a great many jokes that do not have any plays on words. Also, some puns are not humorous and used for rhetorical, rather than humorous, effect.

     ·        Common Examples of Pun
There are thousands of common puns in English; many languages have their own puns as well. Puns are quite frequent in everyday language. You may have heard or used the following ones in regular conversations:
a.       Denial is not just a river in Egypt.
b.      Make like a tree and leave.
c.       Put that down, it’s nacho cheese.

Some businesses have puns in their names. For example:
a.       Hairdressing salon: Curl Up and Dye
b.      Lawyers office: Dewey, Cheatum, and Howe
c.       Ophthalmologist: For Eyes


Some people consider puns to be quite foolish and worthy only of eye-rolls or groans. However, puns can require a good deal of knowledge on the part of the audience (especially in recursive puns, as explained above). If the puns are particularly clever they are rewarding for the reader or listener when they decipher the pun. Many famous authors used puns to great effect, perhaps none more so than William Shakespeare. Shakespeare used language with such dexterity that his puns often delight and surprise the reader.



Eo : Ahmad Zaman Huri