Anadiplosis/Conduplicatio
As they continue Unit 2 (reading information and writing
informative/explanatory) students will be able to effectively apply key
rhetorical devices such as anadiplosis and conduplicatio to their writing.
Ultimately, students will earn a 5 or 6 on an informative writing scoring rubric.
As they continue Unit 2 (Reading Information and Writing InformativeExplanatory), students will be able to recognize key rhetorical devices
(namely anadiplosis and conduplicatio) through peer share of journal
responses. Students will peer assess a partner's writing using the 4-point
open ended rubric for writing.
As they continue their reading of Toni Morrison's, The Bluest Eye, students
will be able to work cooperatively to justify the author's decisions
concerning style and structure as pertaining to the sub-chapters of the
work. Students will design an explication of their selected season,
supporting their ideas with previous findings (prior knowledge, literature,
film) and present this analysis through a presentation board.
• Anadiplosis and conduplicatio are two forms of
repetition that can help add structure to your
essays.
• When used properly, repetition can be an
effective organizational device.
• The key to using it is an awareness of what you
are doing and why.
• While the repetition of a word makes it stand our
from the rest of the text, if the repeated word has
no real relevance, its use comes across as
awkward and bulky.
• When the word is a key part of the discussion,
however, repetition can help focus the reader’s
attention on it. The word then takes on extra
force and power.
• Anadiplosis takes the last word of a sentence
of phrase and repeats it near the beginning of
the next sentence or phrase. Words used this
way end up near one another, so their
repetition becomes very apparent. Used well,
this form can have a beautiful sound and can
be an effective way of putting focus on a key
word.
• For example:
– “In education we find the measure of our own
ignorance; in ignorance we find the beginning of
wisdom.”
• Conduplicatio takes an important word from
anywhere in one sentence of phrase and repeats
it at the beginning of the next sentence or
phrase.
• This form is crucial to good organization within an
essay. It will help guide your reader from one idea
to the next by aiming directly at the key point of
your discussion.
• Some writers tend to lead into every new point
with a long string of words introducing the fact
that they are going to talk about a new point.
• Conduplicatio helps you avoid this inadequacy by
introducing the point right at the beginning.
• Examples of conduplicatio:
– “This law destroys the fruits of thirty years of
struggle, bringing us back to a less enlightened
time. Law should be evolutionary, building up
rather than tearing down.”
– “Seeing that they hear, do we not ask if they
speak? Seeing that they speak, do we not ask if
they reason? Seeing that they reason, do we not
question whether we are more alike than not?”
Anadiplosis or Conduplicatio?
• “This afternoon, in this room, I testified before
the Office of Independent Council and the Grand
Jury. I answered their questions truthfully,
including questions about my private life—
questions no American citizen would ever want
to answer.” –William Jefferson Clinton
• “Drugs don’t just destroy their victims; they
destroy entire families, schools, and
communities.”-Elizabeth Doyle
Anadiplosis or Conduplicatio?
• “Aboard my ship, excellent performance is
standard. Standard performance is sub-standard.
Sub-standard performance is not permitted to
exist.”-Herman Wouk, (The Caine Mutiny”
• “Fear leads to anger. Anger leads to hate. Hate
leads to suffering.” –Yoda (Star Wars)
• Weightlessness gives astronauts the feeling of an
escape from the confines of gravity. Escaping
from handcuffs, however, was exactly what was
on the mind of the prisoner.
• While both help emphasize a certain word,
they also can build a hypnotic rhythm through
their repetition. Biblical verse makes extensive
use of both anadiplosis and conduplicatio to
move towards a crescendo in a sentence.
– In the beginning God made the heavens and the
earth. The earth was without from and void, and
darkness was upon the face of the deep. (Gen. 1:12)
– And the woman said to the serpent, “We may eat
the fruit of the garden. But of the fruit of the tree
which is in the midst of the garden, God has said,
“You shall not eat it…” (Gen. 3:2)
• These two devices can also be used
stylistically as an emotional appeal, almost as
if you are crying out in repetition. In speech,
this is a common way we convey our disbelief
or shock at something. By mimicking this
behavior in your writing, you can bring your
reader to a similar feeling.
– “Did you not weep when the bombs rained down?
Did you not weep?”
– “There are few things more important than a
warm bed; a warm bed and a shower, perhaps.”
– “In life we must always keep aware of the constant
ebb and flow. Life is a river, not a face of stone.
Rewrite the following as either
anadiplosis or conduplicatio
• You will know the truth, and it will set you free. –
paraphrased from John 8:31
• Once and for all, I’m going to vary my routine, the
one that has defined my every waking moment
for the past two decades.
• The patriot does not question; he or she acts.
• Fortinbras says that because Hamlet died a hero’s
death, he should have an appropriate funeral.
• Still, some viewed the governor as a prophet of
hope in a time when cynicism and despair were
the fashion.
Anadiplosis of Conduplicatio
• You think I wish to harm you? You who have
been nothing but a friend to me?
• Music is to the soul as air is to the lungs.
Without music, the heart is silent, and it is
only in music that wordless emotions find a
voice.
• This type of segregation is not just harmful to
our children. Segregation is also harmful to
the larger community it is practiced in.
Do-Now
Discuss the connotations of the seasons.
Why might Morrison have chosen to write her
novel based in the cycle of the seasons.
Please attempt anadiplosis or conduplicatio in
your response.
Favorite Season?
Winter
Avondaya
Ydur
Reginald
Spring
Melanie
Negus
Christian
Summer
Lisa
Tina
Autumn
Albert
Jamillah
Sarahnia
Do-Now:
Homework
• Research your chosen season. Prepare a
typewritten paragraph in which you discuss
the implications of the season.
• Identify a passage from a literary text that
establishes a clear connection to a season.
Please be prepared to discuss this text.
• Provide a clip or verbal explanation of a film
that applies the symbolism of a season.
Activity:
• Review your “Seasons” homework. Synthesize
and prepare your ideas for presentation to the
class.
• Your presentation should include:
– A display of key information regarding your season,
its presence in The Bluest Eye, and a list of film and
literary titles associated with said season.
– A discussion of supporting literature and film that
utilize your chosen season.
– A reference to the Thomas Foster chapter, “…So
Does Season” from How to Read Literature Like a
Professor
Homeworkfor Tuesday, December 3rd
• For homework, prepare a 5-paragraph typed response to
the following:
– Toni Morrison frames her story on multiple levels, one of which deals in the
seasons of the natural world. Based on your understanding of the characters
and situations presented thus far, explain why the seasons may or may not
work as a framework for Morrison’s novel.
• Include textual evidence in the form of direct quotes and/or
paraphrases.
• Include parenthetical citation.
• Reference The Bluest Eye by Morrison, “So Do The Seasons” by
Thomas C. Foster, and an additional informational text of your
choosing.
• Include a Works Cited page
Essay should include:
• Introduction Paragraph(s)
– An introduction to the novel with brief mention of the
seasons.
• Main Body Paragraphs
– In depth reference to the seasons, their connotations,
symbolism, and presence in the novel.
• Conclusion
– Analysis and justification of Morrison’s framework of the
seasons. Does it make sense to reference the seasons?
Why or why not?