Unit III

Lesson 2. Dialects at the service of humor within the Conversational humor and Joint Fantasiz-
ing in online

Objective: Engage and discuss the standard approaches to close reading of metaphor orderly.

PREPARATION
Dialects are varieties of a language that differ in vocabulary, grammar, and pronunciation. They
can be used to create humor by exploiting the incongruity between different dialects, the stereo-
types associated with certain dialects, or the release of tension or frustration caused by dialectal
differences.
For example, Mark Twain used dialect humor in his stories to portray the diversity of American
speech and culture, and to challenge the literary elite. In the Philippines, there are many dialects
that reflect the linguistic diversity of the country, and some comedians use them to poke fun at
regional stereotypes or to create contrast and surprise
PRESENTATION
Conversational humor is the use of humor in everyday social interactions, such as
word play, irony, sarcasm, jokes, or anecdotes. It can serve various functions, such as creating
rapport, expressing identity, managing conflict, or coping with stress. Conversational humor can
be initiated by a producer who makes a humorous remark, and appreciated by a receiver who
responds with laughter, agreement, or another humorous remark. The success of conversa-
tional humor depends on many factors, such as the context, the relationship between the partici-
pants, the culture, and the linguistic skills.
Joint fantasizing is a type of conversational humor that involves creating a shared
imaginary scenario or story, often based on a real event or situation, that exaggerates, distorts,
or contradicts reality. It can be used to express opinions, emotions, or attitudes, as well as to
entertain, persuade, or criticize.
Online joint fantasizing can occur in various contexts, such as online journalism,
social media, or gaming. It can have positive effects, such as enhancing creativity, building rap-
port, or relieving stress. However, it can also have negative effects, such as offending, mislead-
ing, or confusing the audience
Close reading is a method of literary analysis that involves examining the details,
language, and structure of a text to understand its meaning and effects. To do a close reading
of metaphor, you can follow these steps:
1. Identify the metaphors in the text.
A metaphor is a figure of speech that compares two things that are not alike, without
using words like “like” or “as”.
For example, “Life is a roller coaster” is a metaphor.

Metaphors in Mass Media

 2. Analyze how the metaphors work.
Consider what the metaphors imply, suggest, or reveal about the characters,
themes, or tone of the text.
For example, the metaphor “Life is a roller coaster” implies that life is full of ups and
downs, excitement and fear, and unpredictability.
3. Evaluate the effects of the metaphors.
Consider how the metaphors affect your understanding, appreciation, or response to
the text.
For example, the metaphor “Life is a roller coaster” may make you feel sympathetic,
curious, or amused by the speaker’s perspective.

PRACTICE
Here are five quiz items on dialects at the service of humor:
1. What is a dialect?
A) A variety of a language that differs in vocabulary, grammar, and pronunciation
B) A language that is not widely spoken in a country
C) A language that is derived from another language
D) A language that is used for humorous purposes

2. How can dialects create humor by exploiting incongruity?

A) By using unexpected or unusual words or expressions
B) By using words or expressions that have multiple meanings
C) By using words or expressions that contrast with the context or situation
D) All of the above

3. How can dialects create humor by exploiting stereotypes?

A) By exaggerating or mocking the features or characteristics of a dialect group
B) By challenging or subverting the expectations or assumptions of a dialect group
C) By switching or mixing between different dialects
D) All of the above
4. How can dialects create humor by exploiting release?
A) By expressing frustration or anger in a humorous way
B) By reducing tension or conflict through humor
C) By making fun of oneself or others in a playful way
D) All of the above

5. What is an example of a writer who used dialect humor to portray the diversity of American
speech and culture?
A) Mark Twain
B) James Russell Lowell
C) Edgar Allan Poe
D) Ernest Hemingway

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PRODUCT
A. Create a humorous online dialogue between two or more characters who speak differ-
ent dialects of the same or different languages. For example, you can use Tagalog, Ce-
buano, Ilocano, or other Philippine languages or dialects.
B. Use dialect humor to create incongruity, stereotypes, or release in your dialogue. For
example, you can use words or expressions that are unfamiliar, ambiguous, or contrast-
ing to the other characters or the situation. You can also exaggerate, mock, challenge,
or switch between dialect features or characteristics. You can also express frustration,
anger, tension, or self-deprecation in a humorous way.
C. Use joint fantasizing to create a shared imaginary scenario or story that is based on a
real event or situation, but exaggerates, distorts, or contradicts reality. For example, you
can imagine what would happen if the characters met in person, traveled to another
place, won the lottery, or became famous.
D. Share your dialogue with your classmates or friends and ask them to respond with
laughter, agreement, or another humorous remark. You can also ask them to join your
joint fantasizing and add more details or twists to your scenario or story.

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Rubrics

Here are some rubrics for the activity:

 Dialect humor: The dialogue uses dialect humor effectively and ap-
propriately to create incongruity, stereotypes, or release. The dia-
logue demonstrates knowledge and awareness of the dialects used
and their features or characteristics. The dialogue avoids offensive or
insensitive language or humor. (4 points)
 Joint fantasizing: The dialogue creates a shared imaginary scenario
or story that is based on a real event or situation, but exaggerates,
distorts, or contradicts reality. The dialogue uses creativity and imagi-
nation to make the scenario or story humorous and engaging. The di-
alogue maintains coherence and consistency within the scenario or
story. (4 points)
 Conversational humor: The dialogue follows the norms and conven-
tions of online communication and humor. The dialogue uses appro-
priate tone, style, and format for online communication and humor.
The dialogue elicits laughter, agreement, or another humorous re-
mark from the audience or participants. (4 points)
 Overall quality: The dialogue is clear, concise, and well-organized.
The dialogue has no grammatical, spelling, or punctuation errors. The
dialogue meets the requirements of the activity in terms of length,
content, and format. (4 points)
References:
https://docs.lib.purdue.edu/dissertations/AAI3018165/
https://schwa.byu.edu/files/2016/01/Hiebert_Humor.pdf
https://www.oxfordbibliographies.com/abstract/document/obo-
9780199772810/obo-9780199772810-0191.xml
https://writing.wisc.edu/handbook/assignments/closereading/
https://www.york.ac.uk/english/writing-at-york/writing-resources/close-
reading/
https://www.litcharts.com/how-to-guides/how-to-do-a-close-reading
https://www.manilatimes.net/2021/10/05/opinion/columns/linguistic-
diversity-in-the-philippines/1817130
https://edsitement.neh.gov/lesson-plans/lesson-1-mark-twain-and-
american-humor
https://courses.lumenlearning.com/suny-realworldcomm/chapter/3-2-
functions-of-language/