Stress is a less focused, but more frequently discussed suprasegmental feature used in our communication. Students take it as one of the most difficult aspects of pronunciation, and often ignore its significance owing to their ignorance about it. This article, which attempts to deal with both the word stress and the sentence stress in a normative way, is based on the qualitative explorative research design. It involves the fundamental rules of word and sentence stress as variables. Such rules are maintained after a comprehensive overviews on stress by going through related English books and journal articles on pronunciation. The rules of the stress are deductively presented to maintain the brevity of time and expression. This article concludes with the expectation of igniting keen desire in the students to use word and sentence stress properly and spontaneously in their communicative activities.