3 syllables: cam, pus, es. Stress on cam.
KAM-puh-suhz
/ˈkæmpəsəz/
campuses is pronounced KAM-puh-suhz (/ˈkæmpəsəz/). It has three syllables (cam-pus-es), with the stress on "cam". Campuses refers to the grounds and buildings of a university or college, collectively forming its physical and organizational center. The term often implies a cluster of academic buildings, housing, and amenities spanning a defined area. It can also denote the campus community or the state of being on a campus, as in events or life there.
Campuses refers to the grounds and buildings of a university or college, collectively forming its physical and organizational center. The term often implies a cluster of academic buildings, housing, and amenities spanning a defined area. It can also denote the campus community or the state of being on a campus, as in events or life there.
"The campus is expanding with a new science building and student center."
"Many students commute to campuses that are miles apart in the metro area."
"International students often choose campuses with robust language and exchange programs."
Pronounce it as /ˈkæm.pəs.ɪz/. The primary stress is on the first syllable CAMP-, with a short, lax 'a' as in cat. The second syllable is a weak, unstressed /pə/ or /pəs/ sequence, and the final syllable is /ɪz/ as in ‘is’ with z-voicing. Practically, say ‘KAM-puss-iz’ quickly, ensuring the /p/ is released and the /s/ precedes the final /ɪz/. An audio reference you can compare to is Pronounce or Cambridge audio samples for confirmation.
Common errors include blending the second syllable too strongly into /pəs/ as /pʌs/ or misplacing stress as /ˈkæmˌpjuː.sɪz/. The short A in /kæm/ should be a crisp, open front vowel; avoid a long /æː/ or /eɪ/. Another frequent issue is pronouncing the final /ɪz/ as /ɪz/ with too much voicing if the preceding consonant is sibilant; target a light /ɪz/ with a clear, crisp /z/ at the end. Practice with slow enunciation and then speed up while maintaining the same vowel qualities and final /z/.
In US English, you’ll hear /ˈkæm.pəs.ɪz/ with a rhotic /ɹ/ absent in this word; the second syllable is a reduced vowel /ə/. UK English tends to keep a slightly crisper /ˈkæm.pəs.ɪz/ with a fast, reduced medial vowel, and Australian English is similar to US but with a more centralized vowel in some speakers and a slightly softer final /ɪz/. The main differences are vowel quality in /æ/ versus /a/ in some dialects and the length of the first syllable, but the overall rhythm remains strong on the first syllable across accents.
The difficulty comes from the three-syllable structure with a mid syllable reduced to a schwa-like /ə/ creating a quick, weak vowel sequence. The cluster /mp/ in the first syllable and the final /-ɪz/ suffix require precise articulation to avoid sounding like /kæmpəs/ or /kæm.pju.sɪz/. You must maintain the short, clipped second syllable while keeping the final /ɪz/ voicing distinct. Practicing with minimal pairs helps lock in the rhythm and reduces mispronunciations.
A distinctive feature is the abrupt reduction from the strong first syllable to the weak second syllable, then a crisp final /ɪz/ ensuring the plural suffix isn’t slurred. The sequence /pəs.ɪz/ requires careful mouth movements: release the /p/ clearly, depress the tongue to maintain a light /ə/ before the /ɪz/. Emphasize the syllable boundary before the plural suffix to avoid blending /pəs/ into the final sound.
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US: rhoticity affects only certain adjacent sounds; the /r/ in nearby words should not bleed into /kæm/ here. Vowels are fronter with a crisp /æ/ in /kæm/; the /ə/ in /pəs/ should be reduced, not stressed. UK: often crisper consonants, with a slightly tighter /æ/ and faster /pəs/; less vowel reduction in careful speech. AU: tends to be similar to US with softening of final vowels in connected speech and occasional vowel height adjustments; keep a clear /ɪ/ vs /ɪz/ distinction even when slurring in casual talk. IPA references: /ˈkæm.pəs.ɪz/ across dialects, with minor vowel shifts. Cross-dialect exercise: rehearse US, UK, AU versions aloud, focusing on the final /ɪz/ devoicing patterns and the second-syllable reduction.
Campus originates from Latin campus meaning plain, field, or meadow. The Latin campus evolved in medieval Latin as a term for a field used for exercise or military training, then in the university setting to describe the land or grounds allocated for teaching and buildings. In English, campus began appearing in the 18th century to refer to a college or university complex and its surrounding grounds. Over time, campus has broadened to include references to all academic institutions with their physical precincts, as well as metaphorical uses to denote the academic environment as a whole. The plural campuses emerged to denote multiple university sites or a university with several campus locations. The word’s evolution reflects the shift from a literal field to a defined, organized educational complex with multiple functional zones (classrooms, libraries, housing, recreation) and, by extension, to the concept of a distributed network of campuses across a region or country. First known use in English literature and institutions in the 1700s-1800s era aligns with expanding higher education systems adopting campus layouts modeled after traditional European colleges.
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💡 These words have similar meanings to "campuses" and can often be used interchangeably.
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Words that rhyme with "campuses"
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